We are delighted to invite you to the 2024 CAPCSD Conference in New Orleans on April 3-6, 2024. This event will allow you to network with your peers, learn from experts, and explore the latest developments in the field. If you are unable to join us in person, we encourage you to register for the 2024 CAPCSD Virtual Conference, which will feature 6 hours (.6 ASHA CEUs; .5 AAA CEUs) of online sessions by invited speakers and selected presenters on the conference theme, Jazz It Up: Ascending to New Heights.
Virtual Conference
Join us virtually from the Annual Conference as we explore multiple topics to learn and connect with your colleagues. Three hours of ASHA CEUs each day.
Click here to register for the virtual conference.
Conference Add-On
Or purchase as an add-on with your conference registration to view this exciting event on-demand beginning May 1 for an additional .6 ASHA CEUs / .5 AAA CEUs.
Click here to register for the conference and purchase the conference add-on.
Virtual Conference / Add-on Schedule Overview
Agenda
Thursday, April 4, 2024
11:00 AM - 11:10 AM CT - Welcome by CAPCSD President Jennifer Simpson
11:10 AM - 12:10 PM CT - No Colleague Left Behind: Culturally Responsive Support for Faculty and Staff (.1 ASHA & AAA CEUs; Qualifies for ASHA DEI credit)
12:10 - 12:15 PM CT - BREAK
12:15 - 1:15 PM CT - Utilizing Clinical Research to Empower and Advance the Professions of Speech-Language Pathology and Audiology (.1 ASHA & AAA CEUs)
1:15 - 1:20 PM CT - BREAK
1:20 - 2:20 PM CT - Ethical Dilemmas in SLP Education (.1 ASHA CEUs - Ethics credit; This session does not qualify for AAA CEUs)
Friday, April 5, 2024
11:00 - 11:10 AM CT - Welcome by CAPCSD President-Elect Katie Strong
11:10 AM - 12:10 PM CT - A New Idea for Academic Metrics: Implications for Equity in Graduate Admissions (.1 ASHA & AAA CEUs; Qualifies for ASHA DEI credit)
12:10 - 12:15 PM CT - BREAK
12:15 - 1:15 PM CT - Enhancing Clinical Competencies: Creative Models for SLP Education (.1 ASHA & AAA CEUs)
1:15 - 1:20 PM CT - BREAK
1:20 - 2:20 PM CT - "Jazz Up" Graduate Education: Active Learning Strategies to Engage and Motivate Students (.1 ASHA & AAA CEUs)
CAPCSD Member
CAPCSD Affiliate
CAPCSD Nonmember
Session Overview
No Colleague Left Behind: Culturally Responsive Support for Faculty and Staff
This session qualifies for ASHA's Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy requirement.
A wide range of resources exist to provide guidance in culturally responsive practices in education. Rightfully so, the vast majority of information is geared towards culturally responsive teaching and creating inclusive classroom experiences for students from all backgrounds and identities. Yet, there is a noticeable absence of support for faculty; especially those from marginalized groups who are experiencing similar challenges as students on university campuses. As a result, faculty, and to a great degree those from underrepresented backgrounds, are leaving academia and leaving an unfilled void with their departure. This presentation will highlight the cultural issues faculty face and the impact of faculty flight on the student experience. Additionally, participants will be challenged to consider opportunities for cultural shifts, and ongoing commitments to faculty support.
Learning Objectives:
- Identify the complex and interconnected challenges faced by faculty by examining parallels to student experiences.
- Discuss the consequences of faculty flight on the overall student experience and overall program health.
- Examine opportunities for sustained commitments to faculty support through culturally responsive practices.
Utilizing Clinical Research to Empower and Advance the Professions of Speech-Language Pathology and Audiology
While most professionals value evidence-based practice, achieving this goal poses significant challenges. Both researchers and clinicians play vital roles in advancing current practice; however, a research-practice gap exists with practitioners often struggling to integrate academically obtained knowledge into real-world clinical practice. To close the gap, programs can develop processes that intentionally impact how clinicians relate to research. Our department implements strategies to facilitate integration of research and clinical practice, such as requiring mentored research experiences and incorporating research into clinical training so that students simultaneously gain knowledge/skills in clinical practice and research application. Altering students’ view of research today may foster opportunities for innovative and collaborative research partnerships with tomorrow’s practicing clinicians. We want to share our experiences to facilitate exploration and implementation with others.
Learning Objectives:
- Describe the challenges and significance of integrating research and clinical training.
- Discuss possible solutions to logistical issues related to integrating research and clinical training based the presenters’ experiences.
- Identify opportunities and explore strategies for integration of research and clinical practice in your workplace.
Ethical Dilemmas in SLP Clinical Education
This session qualifies for ASHA's Ethics requirement.
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 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:
- Explain an ethical decision-making model.
- Apply essential functions to an ethical decision-making model.
- Analyze at least one case study using an ethical decision-making model.
A New Idea for Academic Metrics: Implications for Equity in Graduate Admissions
This session qualifies for ASHA's Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy requirement.
Programs must ensure students are prepared for graduate coursework; traditionally measured by GPA and standardized tests. In an effort to increase access and provide equity, many graduate programs eliminated the GRE, particularly during the COVID-19 pandemic, leaving admissions committees only two metrics to determine academic ability: overall GPA and major GPA. However, those metrics may not tell the entire story of an applicant’s preparedness.
This session will explore how GPA growth or decline over time may help to highlight the non-cognitive variables embedded within GPA and how this might be used to create a more equitable admissions process (Sedlacek, 2017).
Learning Objectives:
- Discuss the need to rethink how academic metrics are used in graduate admissions in order to increase access for underrepresented students.
- Determine if a new GPA calculation (a difference score) may benefit their programs’ mission, vision and admissions goals.
- Discover how the GPA difference score compared to outcome measures in a graduate program, and analyze whether this might be a consideration for their program.
Enhancing Clinical Competencies: Creative Models for SLP and AUD Education
This session delves into innovative approaches to elevate clinical competencies for Speech-Language Pathology and Audiology, rooted in evidence-based practices while embracing diversity, equity, and inclusion opportunities.
The presentation will include the effective use of contemporary educational approaches such as standardized patient simulations, instrumentation labs, and telepractice courses to enhance IPE experiences, including the use of interpreters to work with clients in Africa and Colombia. Standardized patient simulations provided space for IPE opportunities, allowing students to understand better team members' roles and responsibilities in the provision of holistic management of patients’ needs to serve historically underserved groups and communities better.
Examples of students’ gains related to IPE and DEI will be provided to showcase the approaches' effectiveness in supporting clinical skills acquisition while promoting culturally responsive practices.
Learning Objectives:
- Explain the principles and benefits of standardized patient simulations in SLP and AUD education.
- Outline the potential of global telepractice collaborations to enhance students' cross-cultural competencies and clinical skills.
- Apply evidence-based strategies for integrating graduate SLP/AUD students into clinical settings, improving their readiness for professional practice.
"Jazz Up" Graduate Education: Active Learning Strategies to Engage and Motivate Students
Entry-level speech-language pathologists and audiologists must demonstrate the knowledge, skills, and attributes that adequately prepare them for success in a clinical setting. Living in an ever-changing, expanding clinical profession, programs cannot provide students with exposure to every clinical experience/population. Thus, it is imperative that programs motivate students to be curious learners and critical thinkers. Embedding active learning as a pedagogical approach facilitates student motivation and engagement and prepares them for clinical practice from both a bottom-up and top-down perspective. In this presentation, we will discuss how active learning improves student outcomes, including knowledge retention, deeper understanding, and self-directed learning. We will provide examples of active learning techniques across various levels of complexity that SLP and audiology training programs can immediately embed in their courses/curriculum.
Learning Objectives:
- Explain active learning and how it differs from traditional pedagogical approaches to higher education.
- Discuss the benefits of active learning on graduate students’ clinical preparedness.
- Implement immediately various active learning techniques spanning lower, medium, and higher complexity techniques in their courses.
ASHA CEUs
AAA CEUs
CAPCSD is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of .5 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.
