Thursday, December 4, 2025
12:00 PM - 1:00 PM ET
.1 ASHA CEUs

Graduate enrollment in Speech-Language Pathology (SLP) programs is more competitive and dynamic than ever. This webinar explores the full enrollment management funnel—from initial awareness through application, admission, and the critical yield-to-start phase. Participants will gain actionable strategies to attract quality candidates, strengthen applicant engagement, and enhance conversion rates throughout the enrollment cycle. Drawing on data-driven practices and real-world examples from Salus, now Drexel University’s SLP Program, this session will help enrollment and academic leaders align recruitment, admissions, and onboarding strategies to achieve sustainable growth and student success. 

Learning Objectives

- Evaluate Top of the Funnel: Strategies to engage top of the funnel prospective students and recruit diverse, qualified applicants.

- Apply Applicant Engagement: Communication and nurturing strategies that build trust and maintain interest throughout the admissions process.

- Optimize the Admissions-to-Enrollment Transition: Implement best practices for reducing melt and supporting admitted students as they transition to enrollment. 

Time Ordered Agenda

12:00 - 12:15 PM ET Intro + Evaluate Top of the Funnel strategies
12:15 – 12:30 PM ET Apply Applicant Engagement
12:30 – 12:45 PM ET Optimize the Admissions-to-Enrollment Transition: Implement best practices
12:45 -   1:00 PM ET Question and Answer session

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.

Tuesday, November 11, 2025
1:00 PM - 2:00 PM ET
.1 ASHA CEUs

Precision medicine seeks to individualize healthcare by integrating genetic, environmental, and lifestyle information into diagnosis and treatment. Precision approaches are already expanding into audiology, evidenced by new gene therapies, pharmacological treatments for hearing loss, brain-based diagnostics, and advanced hearing aid technologies. Future audiology clinicians must be prepared to engage in this evolving landscape. AuD programs play a central role in this preparation, yet current curricula often lack consistent training in foundational sciences such as genetics, neuroscience, and pharmacology. Limited prerequisite coursework and a shortage of faculty confident in teaching these areas further complicate integration. Drawing on recent findings that highlight both enthusiasm for and barriers to expanding neuroscience education, this session will examine how didactic and clinical training can be adapted to meet the demands of precision audiology. Comparisons with other allied health professions will be used to frame challenges and generate actionable recommendations for building confident audiology professionals equipped to thrive in precision healthcare and drive improvements in clinical practice.

Learning Objectives

- Identify key areas of basic science training (e.g., genetics, neuroscience, pharmacology) that are essential for preparing AuD students for precision audiology.

- Compare and contrast how basic science coursework is implemented in audiology programs versus other allied health professions.

- Evaluate strategies and recommendations for overcoming curricular and faculty-related challenges to integrating precision medicine concepts into AuD education.

Time Ordered Agenda 

1:00 - 1:05 PM ET Introductions and Overview
1:05 - 1:15 PM ET Precision Medicine in Audiology
1:15 - 1:30 PM ET Current State of Audiology Education 
1:30 - 1:45 PM ET Incorporating Basic Science in AuD Programs: Neuroscience
1:45 - 1:50 PM ET Practical Recommendations for AuD Programs
1:50 - 2:00 PM ET Final Comments and Discussion

For questions about this webinar, please contact us at colleen@capcsd.org. Once registered, you will receive a confirmation e-mail with a link to log in. You must attend live for ASHA credit. 

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.

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

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. 

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.