Thursday, November 12, 2026
5:30 PM – 7:00 PM ET
.15 ASHA CEUs

Academic leadership increasingly requires navigating uncertainty, external pressure, and competing demands with incomplete information. This session focuses on the emotional and ethical complexity of leadership when choices have tradeoffs and unintended consequences. Participants will explore frameworks for decision‑making under uncertainty, strategies for sustaining faculty productivity and morale, and ways to lead with transparency, steadiness, and compassion when no perfect answers exist.

Learning Objectives

- Analyze leadership challenges arising from uncertainty, competing demands, and institutional pressure.

- Apply ethical, transparent decision‑making frameworks when outcomes are unclear.

- Lead with steadiness and compassion while sustaining momentum and acknowledging the emotional labor of leadership.

Time Ordered Agenda
5:30 - 5:40 PM ET Welcome, Framing, and Objectives
5:40 - 6:00 PM ET  Uncertainty in CSD Leadership
6:00 – 6:15 PM ET  Decision-Making Frameworks for Imperfect Choices
6:15 - 6:30 PM ET Leading Through the Human Side of Decisions
6:30 - 6:45 PM ET Sustaining Productivity and Momentum
6:45 - 7:00 PM ET Leading with Steadiness, Compassion, and Integrity and 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 90-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.

Thursday, October 8, 2026
5:30 PM – 7:00 PM ET
.15 ASHA CEUs

Leadership is less about formal authority and more about how we grow people through everyday interactions. This session explores compassionate leadership, mentoring as a leadership act, and practical frameworks for feedback and difficult conversations. Participants will examine how culture is shaped and how leaders can intentionally develop leadership capacity in faculty, staff, and students.

Learning Objectives

- Identify leadership practices that promote autonomy, professional growth, and shared responsibility.

- Use structured frameworks for feedback and difficult conversations that support accountability and psychological safety.

- Analyze how routine leadership behaviors shape culture, team functioning, and professional identity within CSD programs.

Time Ordered Agenda 

5:30 - 5:40 PM ET Welcome, Framing, and Objectives
5:40 - 5:55 PM ET  Everyday Influence
5:55 – 6:15 PM ET  Autonomy, Growth, Shared Responsibility
6:15 - 6:35 PM ET Feedback & Difficult Conversations
6:35 - 6:50 PM ET What Leaders Shape Every Day
6:50 - 7:00 PM ET Commitment to Program/Self & 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 90-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.

Tuesday, October 6, 2026
6:00 PM – 7:30 PM ET
.15 ASHA CEUs

This presentation focuses on practical methods for integrating social determinants of health (SDOH) and public health evidence into didactic and clinical training within Communication Sciences and Disorders (CSD) programs. Presenters will highlight applied strategies and simulation, including the use of community-based learning, case-based instruction, and population-informed data, to strengthen student understanding of SDOH. Attendees will engage in discussion on leveraging program strengths to translate knowledge of SDOH into meaningful clinical practices, ultimately improving student awareness of populations affected by upstream health factors. 

Learning Objectives

- Describe active learning activities to engage CSD students in clinical decision making within a SDOH framework.

- Apply SDOH concepts to case-based and data-driven clinical training scenarios within CSD programs.

- Evaluate program strengths and design strategies (e.g., community-based learning, population-informed instruction) to integrate SDOH into clinical education and practice.

Time Ordered Agenda 

6:00 - 6:05 PM ET Introductions and Disclosures
6:05 - 6:25 PM ET Applied strategies: Case-based instruction and population-informed data
6:25 - 6:45 PM ET Applied strategies: Community-based learning models
6:45 - 7:05 PM ET Aligning strategies with program strengths and learning objectives
7:05 – 7:20 PM ET Interactive discussion: translating SDOH into clinical teaching and practice
7:20 - 7:30 PM ET Questions and Wrap-up

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 90-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.

Tuesday, September 29, 2026
6:00 PM – 7:30 PM ET
.15 ASHA CEUs

Social determinants of health (SDOH) are non-medical upstream and downstream factors that shape overall health, including communication health and well-being. While public health evidence offers valuable insight into these influences, training future Audiologists (AuDs) and Speech-Language Pathologists (SLPs) as epidemiologists or public health specialists is not practical. Instead, CSD programs can prioritize developing clinicians’ awareness and responsiveness to SDOH. This presentation introduces a comprehensive framework for embedding SDOH into academic and clinical training, intentionally aligned with Bloom’s Taxonomy to support progressive learning. The framework scaffolds student development from foundational knowledge (remembering and understanding SDOH concepts), to application and analysis through case-based learning and clinical decision-making, and ultimately to evaluation and creation via reflective practice and community-engaged experiences. 

Learning Objectives

- Describe SDOH concepts and how to align these concepts with current SLPs and AuDs competencies.

- Identify public health evidence that could inform CSD practices and describe how to integrate such evidence into data-driven clinical decision making and training in CSD.

- Discuss mechanisms to enhance student understanding of SDOH by leveraging program strengths.

Time Ordered Agenda

6:00 - 6:05 PM ET Introductions and Disclosures
6:05 - 6:30 PM ET Defining SDOH Concepts and Relevance to Populations We Serve
6:30 - 6:45 PM ET SDOH Competencies in CSD
6:45 - 7:20 PM ET Integration into Didactic Coursework and Clinical Training
7:20 - 7:30 PM ET Questions and Wrap-up

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 90-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.

Thursday, September 10, 2026
5:30 PM – 7:00 PM ET
.15 ASHA CEUs

Academic leaders often feel trapped in reactive mode, responding to inboxes, meetings, and competing priorities without time to think. This session reframes intentional use of time, attention, and communication as foundational leadership skills. Participants will learn how to choose communication formats more intentionally, and how to model boundaries that protect energy while strengthening trust and clarity. 

Learning Objectives

- Implement evidence informed strategies for setting and communicating boundaries that support leadership and professional well being.

- Apply clear criteria to choose communication formats (email, meetings, asynchronous tools) that improve efficiency and shared understanding.

- Demonstrate healthy communication norms and workload management within academic, clinical, and administrative teams.

Time Ordered Agenda

5:30 - 5:40 PM ET Welcome and session overview
5:40 - 5:55 PM ET Time, Attention, Communication
5:55 – 6:15 PM ET Choosing Communication Pathways that Work
6:15 - 6:35 PM ET Setting Boundaries as a Leader
6:35 - 6:50 PM ET Setting Healthy Team Norms
6:50 - 7:00 PM ET Action Items & 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 90-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.

Wednesday, August 12, 2026
4:00 PM - 5:00 PM ET
.1 ASHA CEUs

In clinical practice professionals are expected to collaborate with a variety of related service professionals, or interprofessional practice (IPP). Students might receive some instruction on such interactions via interprofessional education (IPE), but may fail to identify opportunities for putting their knowledge of interprofessional issues into practice in clinical settings. This webinar will provide attendees with strategies for bridging this "academic-clinical divide" to bring students' knowledge of interprofessional interactions into their clinical experiences. 

Learning Objectives

- Identify how their educational program provides students with interprofessional education (IPE) experiences.

- Develop two ways to bridge students' learning from program IPE experiences to clinical experiences.

- Identify one way to measure students' perceptions of IPE during their clinical experience.

Time Ordered Agenda

4:00 - 4:10 PM ET Introduction
4:10 - 4:20 PM ET Interprofessional education (IPE) in SLP preparation programs
4:20 - 4:30 PM ET Interprofessional practice (IPP) and IPP frameworks
4:30 - 4:50 PM ET Scaffolding student's learning from IPE to IPP
4:50 - 5:00 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.

Tuesday, August 4, 2026
2:00 PM – 3:00 PM ET
.1 ASHA CEUs

Graduate programs are expected to demonstrate alignment among program goals, student learning outcomes, curriculum, and institutional priorities as part of ongoing assessment and accreditation processes. This interactive webinar positions program-level assessment as a structured opportunity for regular reflection on curriculum, student learning, and program functioning. Participants will explore practical approaches for clarifying program mission, goals, and student learning outcomes, and will learn how to map these elements to curricular and institutional expectations to identify gaps, redundancies, and opportunities for improvement. Through guided reflection and applied planning activities, attendees will evaluate current practices and identify next steps tailored to their program context. Emphasis is placed on sustainable, program-centered approaches that support meaningful review, informed decision-making, and ongoing improvement.

Learning Objectives

- Describe the key components of program-level assessment, including program goals, student learning outcomes, and curricular alignment.

- Apply curricular mapping techniques to identify gaps, redundancies, and areas for improvement within academic programs.

- Develop actionable next steps for implementing sustainable, program-centered assessment practices that support continuous improvement.

Time Ordered Agenda
2:00 - 2:05 PM ET Welcome, objectives, and framing assessment as scheduled reflection
2:05 - 2:15 PM ET Program-level assessment and its role in supporting student learning
2:15 - 2:28 PM ET Aligning program goals, student learning outcomes, and curriculum
2:28 - 2:43 PM ET Using curricular mapping to inform program review and decision-making
2:43 - 2:55 PM ET Practical strategies for organizing and sustaining assessment processes
2:55 – 3:00 PM ET Key takeaways, resources, and final questions

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 to receive a recording 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.

Thursday, July 30, 2026
1:00 PM - 2:30 PM ET
.15 ASHA CEUs

Faculty burnout, a critical issue in higher education, is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. This session will provide an overview of the issue and discuss strategies that may help faculty and academic leaders address occupational stress and burnout within CSD programs. Specific strategies aimed at reducing the impact of occupational stress will be discussed and framed within the need for faculty to consider a holistic approach to resilience building. Administrative strategies associated with workload management, fostering a supportive work environment, and promoting work-life balance will be discussed.

Learning Objectives

- Describe the three major components of burnout and the impact of burnout.

- Summarize three specific strategies that can be used by faculty to mitigate the impact of occupational stress and support wellbeing.

- Discuss three specific strategies that can be implemented by academic leaders to support faculty in their efforts to mitigate occupational stress.

Time Ordered Agenda

1:00 - 1:05 PM ET Introduction
1:05 - 1:30 PM ET Stress & burnout (definitions, research findings on prevalence, impact, and outcomes of resilience building initiatives in healthcare environments.)
1:30 - 2:00 PM ET Individual resilience building strategies
2:00 - 2:20 PM ET Strategies for academic leaders to support faculty wellness
2:20 - 2:30 PM ET Summary/Q&

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 90-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