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  • Preventing Burnout and Compassion Fatigue: Strategies for Faculty Well-Being
    Product not yet rated Contains 3 Component(s), Includes Credits Includes a Live Web Event on 06/12/2025 at 1:00 PM (EDT)

    Faculty in higher education face unique pressures, including teaching, research, clinical supervision, and service obligations. This webinar provides a focused opportunity to learn practical strategies to address burnout and compassion fatigue, enhancing both personal resilience and departmental well-being. Gain valuable insights and evidence-based tools tailored to the specific challenges faced by SLPs and audiologists in academia.

    Burnout and compassion fatigue are common challenges for faculty in higher education, particularly for speech-language pathologists (SLPs) and audiologists who juggle academic, clinical, and administrative responsibilities. This webinar will provide a comprehensive overview of the psychological and systemic factors contributing to these issues, with a focus on evidence-based strategies to enhance well-being and resilience. Delivered primarily in a didactic format, the session will also include an opportunity for participants to ask questions and engage in discussion. 

    Learning Objectives

    - Identify the signs and symptoms of burnout and compassion fatigue in the context of higher education faculty roles.

    - Explain evidence-based strategies for promoting personal and professional well-being.

    - Explore approaches to fostering a culture of wellness within academic and clinical departments.

    Time Ordered Agenda 

    1:00 - 1:05 PM ET Welcome and introduction
    1:05 - 1:20 PM ET Understanding Burnout and Compassion Fatigue in Academia
    1:20 - 1:35 PM ET Strategies for Faculty Resilience and Well-Being
    1:35 - 1:50 PM ET Creating a Culture of Wellness in Academic Departments
    1:50 - 2:00 PM ET Q&A, Wrap-Up

    Colleen Clemency Cordes

    Assistant Vice Provost

    Arizona State University

    Colleen Clemency Cordes is the Assistant Vice Provost for Career-Track Faculty, where she leads initiatives aimed to support career-track faculty across the university. Prior to her role as Assistant Vice Provost, she served as the Associate Dean of Career Track Faculty and a Clinical Professor in the College of Health Solutions (CHS), supporting the success and development of more than 100 interprofessional career track faculty. She additionally serves as a Senior Advisor to the Interim Dean in CHS. Dr. Cordes is a licensed psychologist, and her clinical work has almost exclusively been in integrated primary care settings. She is a Past President of the Board of Directors for the Collaborative Family Healthcare Association (CFHA), and her research interest focus on workforce development for integrated primary care.

    Disclosures
    Financial: Arizona State University (primary employer). Health Federation of Philadelphia (short-term contract for USAID grant). 

    Non-Financial: None.

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  • Reflection, Regard, & Resiliency: Fostering an Orientation of Cultural Humility
    Product not yet rated Contains 3 Component(s) Includes a Live Web Event on 06/04/2025 at 4:00 PM (EDT)

    This session aligns with ASHA's Strategic Pathway to Excellence by advancing diversity, equity, and inclusion within the profession. Attendees will learn how cultural humility—a practice of lifelong learning and critical self-reflection—can strengthen therapeutic relationships, transform academic and clinical teaching to address power imbalances, and serve as a foundation for dismantling institutional inequities in Speech, Language, and Hearing Sciences.

    Speech, Language, and Hearing Sciences professionals frequently partner with marginalized, stigmatized, and minoritized communities, placing social justice at the forefront of disciplinary roles and responsibilities. Addressing and dismantling barriers to communication access requires clinicians, educators, and researchers to embrace cultural humility as a foundational approach. This session will define cultural humility, emphasizing its significance for equitable speech-language practices and anti-oppressive teaching. Participants will explore strategies to cultivate reflection, regard, and resiliency, fostering an orientation of lifelong learning and building non-paternalistic partnerships. The session will also outline a pathway for creating and sustaining a lifelong learning community that promotes equity and inclusion within institutions and across the profession.

    Learning Objectives

    - Define cultural humility as a reflective process of lifelong learning, interrogating power imbalances, and upholding institutional accountability. 

    - Explain the significance of cultural humility in clinical practice and pedagogical orientation. 

    - List 3 considerations for harnessing resiliency to build and maintain a transformative, cultural humility-centered learning community. 

    Time Ordered Agenda

    4:00 - 4:20 p.m. ET     Introduction & Mindfulness Grounding
    4:20 - 4:40 p.m. ET     Reflection: Defining Cultural Humility 
    4:40 - 5:00 p.m. ET     Regard: The Significance of Cultural Humility in Clinical Practice and Teaching 
    5:00 - 5:20 p.m. ET     Resiliency: Developing a Sustainable Cultural Humility Learning Community 
    5:20 - 5:30 p.m. ET     Question & Answer, and Closing 

    R. Danielle Scott, Ph.D., CCC-SLP

    Visiting Association Clinical Professor

    Northeastern University Charlotte

    R. Danielle Scott, Ph.D., CCC-SLP (she/her) is a Visiting Associate Clinical Professor at Northeastern University Charlotte in the Communication Sciences & Disorders Program. Dr. Scott is deeply committed to the work of Diversity, Equity, Inclusion, and Justice, teaching courses such as DEI in SLP, and serving as the Guest Editor for a Perspectives of the ASHA Special Interests Groups (SIG 1) forum, With Liberty and Social Justice for All. Dr. Scott is a Northeastern University Center for Advancing Teaching and Learning Through Research (CATLR) Inclusive Teaching Fellow. Earning her Master of Arts degree in speech-language pathology, and her doctorate in psychology, Dr. Scott’s research pertains to cultivating therapeutic relationships through an orientation to cultural humility and enacting social justice. Dr. Scott has 6 years of experience as an educational SLP in Atlanta, GA and Houston, TX. Her areas of interest include Cultural Responsiveness, Cultural Humility, Mental/Emotional Wellness, Anti-Oppressive Pedagogy and Supervision, and Counseling. Dr. Scott is a board member of the National Black Association for Speech-Language and Hearing (NBASLH), and she co-chairs the Cultural Humility Task Force, facilitating the Cultural Humility Ambassador Program.

    Financial Disclosure: I receive a salary as an Visiting Associate Clinical Professor at Northeastern University Charlotte. I am receiving an honorarium.

    I am a board member of the National Black Association of Speech, Language and Hearing, co-chair of the Cultural Humility Ambassador Task Force and lead facilitator of the Cultural Humility Ambassador Program. 

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  • Key Principles in CSD Clinical Education
    Product not yet rated Contains 9 Component(s)

    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.

    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.

    Wendy Chase

    Director of Clinical Education/Assistant Professor

    Rocky Mountain University of Health Professions

    Wendy Chase Wendy Chase joined Rocky Mountain University of Health Professions in July 2017 as Director of Clinical Education/Assistant Professor. Ms. Chase earned her B.S. at Central Michigan University and her M.A. at Northwestern University. She has over 30 years of experience in clinical positions treating clients from infancy through geriatrics. Her interests are focused on clinical education, gender-affirming communication treatment, and management of swallowing and voice in clients with ventilator dependency. Her current challenge is to finish her dissertation in competency-based education. 

    Financial Disclosure: Rocky Mountain University of Health Professions: Employee (Ongoing) Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Andy Clare

    Assistant Director of Clinical Education and Clinical Associate Professor

    George Washington University

    Andy Clare, M.S., CCC-SLP, CBIS, serves as the Assistant Director of Clinical Education and Clinical Associate Professor in the Department of Speech & Hearing Sciences at George Washington University. His clinical areas of expertise include Dysphagia, Aphasia, Cognitive-Linguistic Disorders, and Aural Rehabilitation. He teaches classes in Dysphagia, Aural Rehabilitation and Clinical Methods for Speech-Language Pathology. His research interests center on refining clinical education processes for students and supervisors in Communication Sciences and Disorders. He currently serves as the chair of the CAPCSD Clinical Education Committee. 

    Financial Disclosure: The George Washington University: Employee (Ongoing) Non-Financial Disclosure: CAPCSD Clinical Education Committee Chair (2023/24): Received no compensation

    Christi Masters

    Clinical Associate Professor

    Purdue University

    Christi Masters, M.S., CCC-SLP, is a Clinical Associate Professor in the Department of Speech, Language, and Hearing Sciences at Purdue University. She provides clinical education to graduate students, and her primary areas of clinical practice are early intervention and pediatric stuttering. She also teaches the Introduction to Communicative Disorders course at the undergraduate level. She serves as a member of the CAPCSD Clinical Education Committee.

    Financial Disclosure: Purdue University: Employee (Ongoing) Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Jonette Owen, Au.D., M.H.A., FNAP, CH-AP

    Associate Dean of Clinical Education

    Salus University

    Jonette Owen, Au.D., M.H.A., FNAP, CH-AP, obtained her Au.D. from Salus University and an M.H.A. from Penn State University. Dr. Owen has a long history of leadership at the state level. ON the national level, she is a subject matter expert in precepting, clinical education, and guidelines/strategic document development. Dr. Owen's multifaceted clinical experience specializes in advanced diagnostics and amplification rehabilitation. As Associate Dean of Clinical Education, Dr. Owen oversees clinical education at the Osborne College of Audiology. Dr. Owen is experienced in developing policies, establishing a Standardized Patient Program, and representing audiology on interprofessional committees. Dr. Owen is a National Academies of Practice Fellow and an Audiology Alumna of the Year at Salus University

    Financial Disclosure: Salus at Drexel University: Employee (Ongoing)
    Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Hannah Siburt

    Associate Professor and Director of the Division of Speech and Hearing Sciences

    University of North Carolina at Chapel Hill

    Hannah Siburt, Au.D., Ph.D., is an Associate Professor and Director of the Division of Speech and Hearing Sciences at the University of North Carolina at Chapel Hill. She is also the director of the UNC Audiology LEND Program. Her primary areas of interest include supporting children and families with hearing loss and developmental disabilities, and rural healthcare. She provides service to the profession through several professional organizations including CAPCSD, AAA, and the NC-EDHI Advisory Committee.

    Financial Disclosure: University of North Carolina at Chapel Hill: Employee (Ongoing)
    Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Financial Disclosure: University of North Carolina at Chapel Hill: Employee (Ongoing)
    Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Anu Subramanian, Ph.D., CCC-SLP,

    Clinical Associate Professor

    University of Iowa

    Anu Subramanian, Ph.D., CCC-SLP, is a Clinical Associate Professor at the Department of Communication Sciences and Disorders at the University of Iowa. She supervises graduate students in stuttering and early childhood clinical placements. Her interests are in clinical practice in early childhood, stuttering, and clinical education. Anu serves the CAPCSD Clinical Education Committee

    Financial Disclosure: University of Iowa: Employee (Ongoing)
    Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

    Chiz Tamaki, Au.D., Ph.D.

    Professor and Director of Audiology

    Gallaudet University

    Chiz Tamaki, Au.D., Ph.D., is Professor in the Department of Hearing, Speech, and Language Sciences, School of Human Services and Sciences; and Director of AuD Program; at Gallaudet University in Washington, DC. She teaches Diagnostic Audiology, Vestibular Studies, Clinical Supervision, and Professional Issues courses; and coordinates off-site clinical experiences for the AuD Program. Additionally, she mentors students in the HSLS PhD Program. Her area of research involves vestibular and balance functions, especially in deaf older adults.

    Financial Disclosure: Gallaudet University: Employee (Ongoing)
    Non-Financial Disclosure: CAPCSD Clinical Education Committee member (2023/24): Received no compensation

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

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

  • ETS Praxis Exam Preparation
    Product not yet rated Contains 1 Component(s)

    This recorded session from February 2025 offers an update on exam preparation for your students by ETS.

    Are your students apprehensive about taking the Praxis exams? CAPCSD is pleased to present a new exam preparation opportunity for your students!  In this free, live, webinar, students will hear directly from Educational Testing Service (ETS) Director of Education Partnerships, Jason Dietrich, a comprehensive overview of the Praxis Audiology Exam and Speech-Language Pathology Praxis Exam. From the development of the Praxis exams through receiving official score reports, ETS will explain the process, registration, tips for success, resources, and delivery. During the live webinar, participants will have an opportunity to get questions asked and addressed. Through the visual, audio, and interactive elements of this live webinar, students will be well-informed and assured that they have the latest exam preparation information available.  Faculty are also welcome to attend the webinar. This webinar was recorded for those who would like to reference and review it at a later date. 

    Jason Dietrich

    Director, Educational Partnerships

    Educational Testing Service