From the 2026 Annual Conference in Denver, CO, CAPCSD is presenting the 2026 Virtual Conference on April 9-10, 2026. This virtual conference will feature 10 hours of online sessions by invited speakers and selected presenters on the conference theme, Elevating Excellence.

- Earn up to 1.0 ASHA and AAA CEUs
- Available live only
- Not available on-demand
- As these sessions are also breakout sessions during the annual conference, there will not be an Add-On option for those attending the annual conference.

Description

Bringing together educators and leaders in Communication Sciences and Disorders (CSD), this virtual conference centers on Elevating Excellence in teaching, clinical education, and professional preparation. Sessions will spotlight innovative, evidence-informed practices that support success across undergraduate and graduate programs, from fostering professional practice behaviors and trauma-informed, interprofessional collaboration to designing equitable clinical faculty workloads.

Attendees will explore strategies to embed critical thinking instruction across coursework, create high-quality learning experiences for diverse and multigenerational students, and advance access and inclusion by threading disability support throughout CSD curricula. The program also highlights forward-looking approaches to excellence in CSD education, including ethical decision-making around artificial intelligence, asynchronous online graduate instruction, problem-based learning across disciplines, and the use of simulation and the scholarship of teaching and learning (SoTL) to innovate, educate, and publish.

With sessions that also address essential life and professional skills—such as financial literacy and navigating productive discomfort for interprofessional growth—this conference offers practical tools and fresh perspectives for today’s educators. Join us to elevate excellence in CSD education and prepare students for the evolving demands of professional practice.

Thursday, April 9, 2026

10:15 AM MT - Helping Students Master Professional Practice Behaviors: Elevating Student Success through Clinical Education [Kelly Harrington, Lisa McDonald] 

11:30 AM MT - Threading the Access Needle: Supporting Disability Inclusion in Communication Sciences and Disorders [Madhu Sundarrajan] 

12:45 PM MT - Beyond the Basics: Elevating Excellence in Asynchronous Online Graduate Education [Klaire Brumbaugh, Lauren Wright Jones] 

2:15 PM MT - Innovate, Educate, Publish: A Guide to SoTL and Simulation [Amanda Stead]

3:30 PM MT - Problem-Based Learning Across Disciplines: Discomfort as a Catalyst for Interprofessional Growth [Mikaely Schmitz]

Friday, April 10, 2026

10:15 AM MT - Preparing CSD Students for Trauma-Informed, Interprofessional Collaboration [Emily Weston] 

11:30 AM MT - Creating Equitable Faculty Workloads [Caitlin Al-Mutawa, Charlotte King] 

12:45 PM MT - CATALYST: Embedding Critical Thinking Instruction Across Undergraduate and Graduate CSD Coursework [David Rehfeld] 

2:15 PM MT - Financial Literacy for Students [Victor Bray, Robert Serianni]

3:30 PM MT - To AI or Not to AI, That is the Question. AI Ethics in CSD [AnnMarie Knight, Becky Jones]

For questions about this webinar, don't hesitate to get in touch with us at admin@capcsd.org.
Once registered, you will receive a confirmation e-mail with a link to log in.

This course is designed with a participation requirement that ensures meaningful engagement and learning. Participants must be present for the entire conference to receive the full assessment. The assessment is a key component in obtaining both their certificate of completion and ASHA CEUs. In addition to standard assessments of the speaker's effectiveness and the overall content quality, participants are challenged to demonstrate practical application of the knowledge gained. The required question prompts participants to articulate and list two specific action items they plan to implement. This promotes critical thinking about how to apply new information in their professional practice with a forward-thinking response.

CAPCSD is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 1.0 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy’s Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

Wednesday, March 25, 2026
3:00 PM – 4:00 PM ET
.1 ASHA CEUs
This webinar qualifies for ASHA’s Ethics requirements.

As generative artificial intelligence (GenAI) tools rapidly evolve, their use within audiology and speech-language pathology education and clinical practice raises both exciting possibilities and pressing ethical questions. This session will explore how GenAI can support academic and clinical outcomes while maintaining professional integrity and compliance with ASHA and AAA's Code of Ethics. Presenters will discuss case-based examples illustrating appropriate versus problematic uses of GenAI across instructional design, student assessment, documentation, and clinical decision-making. Participants will learn how to develop policies, training strategies, and reflective practices that balance innovation with ethical responsibility.

Learning Objectives

- Identify potential benefits and risks of GenAI use in academic and clinical contexts within audiology and speech-language pathology.

- Describe ethical considerations and relevant professional standards guiding responsible integration of GenAI tools.

- Develop at least one strategy to promote GenAI literacy and integrity within their academic or clinical programs.

Time Ordered Agenda
3:00 - 3:10 PM ET Introduction and Context: Overview of generative AI in healthcare and education; relevance to audiology and speech-language pathology.
3:10 - 3:20 PM ET Ethical Foundations and Professional Standards: Review of ethics, privacy considerations, and emerging guidance on AI-assisted academic and clinical work.
3:20 - 3:40 PM ET Case Studies: Responsible and Problematic Uses of GenAI Discussion of potential use cases and cautionary examples across clinical documentation, academic assignments, and clinical decision support.
3:40 - 3:50 PM ET Developing Integrity and Literacy Frameworks: Strategies for creating ethical policy, faculty and student training, and reflective evaluation of GenAI use.
3:50 - 4:00 PM ET Q&A and Closing Reflections: Participant questions/discussion and takeaways on balancing innovation with ethics in GenAI integration.

For questions about this webinar, please contact us at admin@capcsd.org. Once registered, you will receive a confirmation e-mail with a link to log in.

This course is designed with a participation requirement that ensures meaningful engagement and learning. Participants must be present for the entire 60-minute webinar to receive the assessment. The assessment is a key component in obtaining both their certificate of completion and ASHA CEUs. In addition to standard assessments of the speaker's effectiveness and the overall content quality, participants are challenged to demonstrate practical application of the knowledge gained. The required question prompts participants to articulate and list two specific action items they plan to implement. This promotes critical thinking about how to apply new information in their professional practice with a forward-thinking response.

Monday, March 9, 2026
12:00 PM – 1:00 PM ET
.1 ASHA CEUs

The purpose of this presentation is to discuss practical strategies for enhancing student resilience in CSD programs. Students entering academia face many challenges. While financial considerations are a factor in student dropout, literature increasingly shows that many students change schools/career tracks or dropout of programs due to decreased confidence, sense of belonging, and resilience when faced with challenging coursework. Resilience is not just a soft skill that is passively obtained through life experience; rather, strategies to enhance resilience can be explicitly taught. These strategies often encompass “small teaching” principles, many of which educators can implement quickly into current or planned coursework. Shifting mindset from “hard things are bad” to “hard things are manageable challenges” prepares future clinicians to be life-long learners, critical thinkers, and innovators. 

Learning Objectives

- Define a minimum of three resources or references related to resiliency.

- Summarize a minimum of three pedagogical approaches that may enhance student resilience.

- Create a minimum of one resiliency strategy or approach they could implement in an upcoming course.

Time Ordered Agenda

12:00 - 12:15 PM ET The Resilience Imperative in CSD Education
12:15 - 12:40 PM ET Evidence-Based "Small Teaching" Pedagogies
12:40 - 12:55 PM ET Framework for Curriculum Implementation
12:55 -   1:00 PM ET Q&A

For questions about this webinar, please contact us at admin@capcsd.org. Once registered, you will receive a confirmation e-mail with a link to log in.

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

This course is designed with a participation requirement that ensures meaningful engagement and learning. Participants must be present for the entire 60-minute webinar to receive the assessment. The assessment is a key component in obtaining both their certificate of completion and ASHA CEUs. In addition to standard assessments of the speaker's effectiveness and the overall content quality, participants are challenged to demonstrate practical application of the knowledge gained. The required question prompts participants to articulate and list two specific action items they plan to implement. This promotes critical thinking about how to apply new information in their professional practice with a forward-thinking response.

Feedback is the most powerful and diverse tool supervisors use when providing clinical instruction, guidance, and mentorship; however, it is also the most misused tool. Feedback is not a “one size fits all” approach but one impacted by factors such as generational differences, purposeful application of learning theories, and should be provided with the intent and purpose to encourage the development of clinical expertise and clinical reasoning skills. This session will discuss feedback methodology through the lens of learning theory, supervision frameworks, and aspects of generational differences. Attendees will learn tangible ways to utilize feedback mechanisms and how to best prepare the clinical supervisors associated with their clinical education programs to utilize the feedback tool. 

Learning Objectives

- Identify a supervision style and a feedback methodology on each stage of a supervision continuum.

- Name three types of feedback to use in order to effectively communicate and navigate difficult clinical conversations with a student.  

- Examine at least two generational trends which shape our feedback and impact our approach to mentorship.

Time Ordered Agenda

45 Minutes - Supervision Styles and Stages of Supervision  
30 Minutes -  Types of Feedback  
35 Minutes -  Utilizing this Feedback with Generational Trends 
10 Minutes -  Questions

This course is designed with a participation requirement that ensures meaningful engagement and learning. Participants must be present for the entire 120-minute course to receive the assessment. The assessment is a key component in obtaining both their certificate of completion and ASHA CEUs. In addition to standard assessments of the speaker's effectiveness and the overall content quality, participants are challenged to demonstrate practical application of the knowledge gained. The required question prompts participants to articulate and list two specific action items they plan to implement. This promotes critical thinking about how to apply new information in their professional practice with a forward-thinking response. 

Access Information to the course Key Principles in CSD Clinical Education

This course is available at no cost (a $100 value) to:

• CAPCSD Members: Log in with your CAPCSD credentials, add the course to your cart, and it will be free. Member programs are encouraged to share this resource with clinical educators at both on- and off-campus sites. Discount codes for nonmember supervisors are available in the Info Hub after logging into your membership account here.
• Clinical Instructors Supervising for CAPCSD Members: You are eligible for free access using a discount code provided by your CAPCSD university liaison. Please obtain this code before registering, as refunds will not be issued after purchase. Once you have the code, add the course to your cart, apply the code, and the fee will be waived.

ASHA CEUs: To ensure your ASHA CEUs are properly reported, you must provide your ASHA number. Without it, CAPCSD cannot submit your CEU information to ASHA.

CAPCSD Members click here, login and update your ASHA # under My Info. 

If you are a nonmember, update your profile by clicking on "Profile" in the left hand navigation. 

Abstract

The education of audiologists and speech-language pathologists is dependent upon clinical instruction that is provided in an effective, evidence-based manner. The American Speech-Language-Hearing Association (ASHA) recognizes clinical supervision as a distinct area of clinical practice. It requires those serving as clinical educators/supervisors/preceptors to engage in formal training to gain the specialized knowledge and expertise needed to serve effectively in this role. They must have at least 9 months of full time / part time equivalent clinical experience prior to supervising a student and must complete a minimum of 2-hours of professional development in clinical instruction. It is recognized that clinical educators/supervisors/preceptors commit to ongoing learning to grown and refine their skills in clinical education. This course discusses a variety of key issues central to becoming an effective, evidence-based clinical educator/supervisor/preceptor. By completing the six modules in this course, learners will explore basic principles and obligations of clinical education. They will be introduced to evidence-based strategies for effective clinical instruction. Learners will examine the importance of effective communication, feedback and relationship building to the clinical education process. They will consider their obligation for ethical and culturally responsive engagement. Learners will have opportunities to reflect on how principles and techniques discussed in the course can be integrated into their own work in clinical education.

Learner Objectives 

 By completion of the six modules in this course, the learner will be able to: 

 Module 1 - Precepting in Clinical Education

• Describe the roles and responsibilities of the preceptor and clinical learner.
• Identify at least three characteristics of an effective preceptor.

Module 2 - Strategies for Clinical Teaching

• Describe common models of clinical supervision.
• Utilize the ‘One Minute Preceptor’ approach to feedback.

Module 3 - Relationships in the Clinical Education Process

• Describe communication strategies that enhance preceptor-clinical learner relationships.
• Explain strategies to productively manage conflict.

Module 4 - Cultural Dynamics in Clinical Education

• List aspects of their culture and identity that are relevant to clinical education/precepting. 
• Describe strategies related to culturally responsive teaching that they can incorporate into precepting for clinical learners.

Module 5 - Assessment and Feedback

• Define and explain feedback, debriefing, and assessment/evaluation in clinical education.
• Discuss examples of how to engage in feedback, debriefing, and assessment in as a preceptor.
• Describe the role of clinical learner feedback for the preceptor and several ways to engage in that discussion.

Module 6 - Ethics in Clinical Education

• Identify key ASHA Code of Ethics issues that relate to clinical education. 
• Describe a situation common to working with clinical learners that may present an ethical challenge. 
• Recognize opportunities that may require the preceptor to initiate a challenging discussion. 

Acknowledgments 

 Content Development:

• Wendy Chase 
• Andy Clare
• Christi Masters 
• Jonette Owen 
• Hannah Siburt 
• Anu Subramanian
• Chizuko Tamaki

Production Editors

• Andy Clare
• Mandie McKenzie
• Kevin McNamara

Sound Editing

• Kevin McNamara

Narrator

• Michael G. Sayers

Audience
These courses are provided at no cost to CAPCSD member programs in Communication Sciences and Disorders (CSD). Member programs are encouraged to share access to these resources with individuals engaged in the clinical instruction of graduate students in on-campus and off-campus sites.

Module Availability
Users have 30 days from the date of the $0 purchase to complete this course. Your access to the course content will expire after 30 days. If you have not completed the course by that time, you will be required to re-register and start over. Users will have access to the system and their earned certificate of completion after the 30 days.

ASHA CEUs
The materials are at an introductory level. Continuing education units are available through ASHA.

ASHA CE Provider approval and use of the Brand Block does not imply endorsement of course content, specific products, or clinical procedures

This introductory level presentation will cover basic principles of health care payment, including working with payers (e.g., Medicare, Medicaid, private/commercial insurers), reviewing fee schedules and insurance contracts, and understanding coding systems (e.g., Current Procedural Terminology and International Classification of Diseases), as well as provide guidance for efficient and compliant billing and documentation. This course is specifically designed for graduate students and practicing clinicians with little to no experience in real-world billing and payment across settings.

Outcomes-based documentation, health care coding systems, billing, and coverage criteria for speech-language pathology services are each part of a dynamic process making the business of providing such services increasingly more complicated. Payers of health care services are always looking for ways to decrease payments and employers are always looking for ways to slow inflation related to health insurance premiums. It is imperative that speech-language pathologists, especially those new to the health care world, understand the relationships among the code systems, documentation, compliance, and coverage criteria and the impact these relationships have on payment of services and timely patient access to care.

The dependence of fair reimbursement on accurate billing, coding, and documentation to support the speech-language pathologist’s diagnosis will be emphasized. The audience will be provided with strategies for efficient claims submission such as understanding different payers’ criteria and requirements, choosing appropriate CPT and ICD codes, and the importance of demonstrating skilled care. Participants will also learn how to appeal denials, if needed, and to learn from billing mistakes to ensure future compliance and minimize disruptions in patient care.

This session will provide real-world clinical case examples and allow time for audience questions.

Learning Objectives

• Identify payer sources
• Discuss basic billing best practices
• Describe the health care denial appeals process

Originally recorded on February 14, 2025 (No CEUS for the recorded video).

This introductory level presentation will cover basic principles of health care payment, including working with payers (e.g., Medicare, Medicaid, private/commercial insurers), reviewing fee schedules and contracts, and understanding coding systems (e.g., Current Procedural Terminology and International Classification of Diseases), as well as provide guidance for efficient and compliant billing and documentation. This course is specifically designed for graduate students and practicing clinicians with little to no experience in real-world billing and payment across settings.

Outcomes-based documentation, health care coding systems, billing, and coverage criteria for audiology services are each part of a dynamic process making the business of providing such services increasingly more complicated. Payers of health care services are always looking for ways to decrease payments and employers are always looking for ways to slow inflation related to health insurance premiums. It is imperative that audiologists, especially those new to the health care world, understand the relationships among the code systems, documentation, compliance, and coverage criteria and the impact these relationships have on payment of services and timely patient access to care.

The dependence of fair reimbursement on accurate billing, coding, and documentation to support the audiologist’s diagnosis will be emphasized. The audience will be provided with strategies for efficient claims submission such as understanding different payers’ criteria and requirements, choosing appropriate CPT and ICD codes, and the importance of demonstrating skilled care.

Finally, participants will learn how to appeal denials, if needed, and to learn from billing mistakes to ensure future compliance and minimize disruptions in patient care.

Learning Objectives

• Identify payer sources
• Discuss basic billing best practices
• Describe the health care denial appeals process

This webinar was recorded on February 11, 2025, and is not eligible for CEU credit.