Virtual Conference

From the 2025 Annual Conference in Atlanta, GA, CAPCSD is presenting the 2025 Virtual Conference on April 24-25, 2025. This virtual conference will feature 10 hours of online sessions by invited speakers and selected presenters on the conference theme, Advancing Teaching and Leadership.

Note the changes from 2024:

Increase from 0.60 CEUs to 1.0 CEUs.
In 2025, the virtual conference will be available live only!
As most of these sessions are also breakout sessions during the annual conference, there will not be an Add-On option for those attending the annual conference.
The virtual conference will not be available on-demand.

Description

Bringing together educators and leaders in Communication Sciences and Disorders (CSD), this virtual conference will explore innovations in teaching and learning, as well as strategies for fostering inclusion and technological advancement in education. Conference sessions will highlight ways to advance CSD education by exploring alternative grading strategies, using artificial intelligence ethically, and integrating public health concepts into our courses. Attendees will gain practical insights into adapting teaching methods, leveraging emerging tools, and preparing students for the evolving demands of professional practice. Other sessions will focus on creating equitable and inclusive learning environments by addressing ableism, supporting neurodivergent and multigenerational students, and adopting asset-based practices to meet the diverse needs of all learners. Join us in shaping an inclusive and forward-thinking future for CSD education!

Agenda

Thursday, April 24, 2025

11:00 AM - 12:00 PM ET - Welcome by CAPCSD President Katie Strong

Reconstructing Equitable Environments by Addressing Ableism in CSD Education (0.10 ASHA & AAA CEUs; Qualifies for ASHA DEI credit)

12:00 - 12:15 PM ET - BREAK

12:15 - 1:15 PM ET - Alternative Grading Strategies: Enhance Student Engagement and Propel Your Students into Advanced Learning (0.10 ASHA & AAA CEUs)

1:15 - 2:00 PM ET - LUNCH BREAK

2:00 - 3:00 PM ET - Recognizing and Reaching Multigenerational Students (0.10 ASHA & AAA CEUs)

3:00 - 3:15 PM ET - BREAK

3:15 - 4:15 PM ET - Extending Beyond Health Literacy: Enhancing Public Health Concepts in CSD Curriculum (0.10 ASHA & AAA CEUs)

4:15 - 4:30 PM ET - BREAK

4:30 - 5:30 PM ET - Trauma Triggers in Student Experiences: Strategies for Supporting Students (0.10 ASHA & AAA CEUs)

Friday, April 25, 2025

11:00 - 12:00 PM ET - Welcome by CAPCSD President-Elect Tricia Montgomery

Asset-Based and Inclusive Practices to Support Neurodivergent Students (0.10 ASHA & AAA CEUs; Qualifies for ASHA DEI credit)

12:00 - 12:15 PM ET - BREAK

12:15 - 1:15 PM ET - Teaching Pedagogy in Higher Education (0.10 ASHA & AAA CEUs)

1:15 - 2:00 PM ET - LUNCH BREAK

2:00 - 3:00 PM ET - Navigating AI in CSD Programs: Developing Critical Thinking and Ethical Use of AI Tools (0.10 ASHA & AAA CEUs; Qualifies for ASHA Ethics credit)

3:00 - 3:15 PM ET - BREAK

3:15 - 4:15 PM ET - Supporting Integration of AI in Health Professions Education (0.10 ASHA & AAA CEUs)

4:15 - 4:30 PM ET - BREAK

4:30 - 5:30 PM ET - Leadership Training Practices in Graduate Communication Sciences and Disorders Programs (0.10 ASHA & AAA CEUs)

CAPCSD Member

$225

CAPCSD Affiliate

$225

CAPCSD Nonmember

$275

Session Overview

Reconstructing Equitable Environments by Addressing Ableism in CSD Education

This session qualifies for ASHA's Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy requirement.

This session will explore the foundational understanding of equity in CSD and provide an advocacy framework to empower educators to actively champion justice and accessibility for individuals with disabilities. Strategies for including the essential components of accessibility to promote inclusive policies, curricula, and clinical education will be discussed, along with ethical considerations related to fairness, accessibility accommodations, and inclusivity across the classroom and clinic. Furthermore, participants will learn specific strategies to advocate for marginalized students with disabilities at the program, department, and university levels.

Learning Objectives:

Define equity and inclusion for students with disabilities in the context of CSD education.
Identify key strategies for accessibility accommodations in curricula, clinical education, and policies.
Advocate for inclusion and belonging within educational and clinical environments.

Author and Presenter Information

Author and Presenter: Tena L. McNamara, Au.D., CCC-A/SLP
Retired Associate Professor
Eastern Illinois University

Dr. McNamara is employed at Midwest Children’s Therapy and coordinates the Cultural/Informational Hearing Center, Peoria, IL. She is a retired associate professor from EIU and educational audiologist from SEAPCO of Peoria County. She has been a practicing audiologist for over 40 years and has dual certification in speech-language pathology for 33 years. She served as the 2024 ASHA President.

Financial Disclosure: Midwest Children's Therapy: Employee (ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: ASHA Board of Directors (ongoing): receive assistance with travel expenses to conferences

Alternative Grading Strategies: Enhance Student Engagement and Propel Your Students into Advanced Learning

In this workshop seminar, participants will apply alternative grading strategies to an existing syllabus, assignment, or grading rubric for a course they teach. After a brief overview of alternative grading strategies and a summary of the benefits to both student and instructor, the participants will be guided through steps 1-4 of the Grading for Growth process to analyze course materials for ways to incorporate alternative grading. The presenters will provide feedback and their own experiences to help guide the participants. Participants will leave the workshop with tangible suggestions for incorporating the techniques into their coursework as well as a new network of colleagues for continued support during implementation.

Learning Objectives:

Describe the benefits of employing alternative grading strategies for instructors and students.
Apply an alternative grading strategy (e.g., clearly defined standards, helpful feedback, marks indicate progress, and reassessment without penalty) to a current course or assignment.
Modify an existing grading procedure or course assignment to align with alternative grading.

Author and Presenter Information

Author and Presenter: Jennifer Essig, M.A., CCC-SLP/L
Program Director and Clinical Associate Professor
Indiana University South Bend

Jennifer Essig, M.A., CCC-SLP/L is Program Director and Clinical Associate Professor at Indiana University South Bend. Previously she was the Assistant Clinic Director at Saint Mary’s College. In professional practice, Ms. Essig has worked primarily in adult neurogenic disorders, working with individuals in a variety of settings. Her interests are in stroke rehabilitation and head and neck cancer and continues to work in clinical practice at both area hospitals.

Financial Disclosure: Indiana University South Bend: Employee (ongoing)
Non-Financial Disclosure: ASHA Sig 10: Member (ongoing)

Author and Presenter: Samantha Scripture, Ph.D., CCC-SLP
Assistant Professor
Worcester State University

Samantha Scripture, Ph.D., CCC-SLP, is an assistant professor in the Speech-Language-Hearing Sciences Department at Worcester State University. Her research focuses on alternative grading methods and reflective journaling to promote growth and deeper learning. A licensed pediatric speech-language pathologist with over a decade of early intervention experience (birth to three), Dr. Scripture integrates clinical experience into the classroom to prepare students for future clinical careers.

Financial Disclosure: Worcester State University: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Laura Chapman, Ph.D., CCC-SLP
Assistant Professor
University of Scranton

Laura R. Chapman, Ph.D., CCC-SLP, is an Assistant Professor at the University of Scranton. Her area of expertise is adult neurogenic language disorders. She is an advocate for student and faculty wellness and has presented research nationally and internationally on the topics of mindfulness, self-compassion, and self-care. She is engaged in the scholarship of teaching and learning, studying teaching practices that foster well-being, belonging, and connection in the classroom.

Financial Disclosure: University of Scranton: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Heather Isaacson, Ph.D., CCC-SLP
Assistant Professor
Northern Michigan University

Heather Isaacson, Ph.D., CCC-SLP, is an Assistant Professor in the School of Clinical Sciences at Northern Michigan University. Her primary areas of interests include effective, student-centered teaching methods and adapting pedagogy to enhance learning experiences.

Financial Disclosure: Northern Michigan University: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Alli Sauerwein headshot, white female, shoulder-length, curly blonde hair, gray cardigan, black blouse

Author: Alli Sauerwein, Ph.D., CCC-SLP
Associate Professor, Undergraduate Program Director, Faculty Development Fellow
Southern Illinois University Edwardsville

Alli Sauerwein, Ph.D., CCC-SLP, is an Associate Professor, Undergraduate Program Director, and Faculty Development Fellow at Southern Illinois University Edwardsville. The scholarship of teaching and learning (SoTL) research Alli engages in aims to improve preservice education in AAC so that all entry-level clinicians feel confident in this area of clinical practice.

Financial Disclosure: Southern Illinois University Edwardsville: Employee (Ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Patricia Geels, Ph.D.
Assistant Professor
Indiana University South Bend

Patricia Geels, Ph.D., CCC-SLP, is an assistant professor at Indiana University South Bend in the Vera Z. Dwyer School of Health Sciences. She has over a decade of clinical experience as a speech-language pathologist, specializing in adult neurorehabilitation. Dr. Geels earned her B.S. and M.A. from Ball State University and her PhD from Western Michigan University. Her research focuses on the cognitive-communication needs of cancer survivors.

Financial Disclosure: Indiana University South Bend: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Dr. Kerry Mandulak headshot

Author: Kerry Mandulak, Ph.D., CCC-SLP
Professor
Pacific University

Kerry Callahan Mandulak, Ph.D., CCC-SLP, is a professor and chair of the graduate admissions committee in the School of Communication Sciences & Disorders at Pacific University. Her research program focuses on investigating the feasibility and outcomes of implementing holistic review for graduate admissions. She presents nationally within the discipline and adjacent health professions in order to pursue her goal of continuing the national conversation around this important work.

Financial Disclosure: Pacific University: Employee (Ongoing)
Non-Financial Disclosure: ASHA member, SIG 10 member, Assistant Editor of TLCSD Journal

Recognizing and Reaching Multigenerational Students

The modern educational landscape is increasingly characterized by multigenerational classrooms, where diverse generational cohorts coexist and learn together. This session will examine the pedagogical strategies and challenges associated with teaching multigenerational learners. It will highlight the importance of recognizing and respecting the distinct values, experiences, work habits, and communication styles of each generation. A variety of flexible and inclusive teaching approaches that accommodate the varied learning styles will be discussed.

Learning Objectives:

Recognize the unique characteristics and learning preferences of different generations in the educational environment.
Acquire teaching methods to suit the diverse needs and expectation of the multigenerational student.
Gain ideas for creating an inclusive classroom atmosphere that values and integrates the contributions of all members.

Author and Presenter Information

Author & Presenter: Jessica Jocelyn, Ph.D., CCC-SLP
Assistant Professor and Program Director
The George Washington University

Jessica Jocelyn, Ph.D., CCC-SLP, is an assistant professor and program director in the Department of Speech, Language, and Hearing Sciences at The George Washington University. Dr. Jocelyn is an academic advisor and teaches graduate coursework. She serves as an executive board member for the Haitian Caucus of ASHA. Dr. Jocelyn’s research and clinical work focuses on supporting multilingual children and their families in maintaining their heritage language.

Financial Disclosure: The George Washington University: Employee (Ongoing); CAPCSD: Invited Speaker: received complimentary conference registration
Non-Financial Disclosure: No non-financial relationships to disclose

Extending Beyond Health Literacy: Enhancing Public Health Concepts in CSD Curriculum

Health literacy is an important concept within public health and in communication sciences and disorders (CSD) domains. Other public health concepts can complement and inform clinical practice, training, and research in CSD. This presentation highlights the importance of integrating health literacy and other public health concepts (e.g., disease prevention, health promotion, population health, social determinants of health) into the CSD curriculum. Presenters will compare public health accreditation standards to those of Audiology and Speech-Language Pathology and describe the value of public health in CSD education. Participants will explore effective curriculum design methods that align with public health priorities and educational standards. Presenters will engage attendees in discussion on how to enhance student engagement, critical thinking, and application of public health principles in diverse educational settings.

Learning Objectives:

Explore the significance of health literacy, disease prevention, health promotion, population health, social determinants of health, and other concepts within the public health framework and its relevance to communication disorders.

Evaluate strategies and methodologies for designing and implementing curriculum enhancements that prioritize communication public health.

Apply practical insights gained from the presentation to enhance student engagement, foster critical thinking skills, and effectively apply public health principles.

Author and Presenter Information

Author and Presenter: Teresa Anthony, Ph.D.
Ph.D. candidate in Public Health
University of South Florida

Teresa Anthony, Ph.D. candidate in Public Health at the University of South Florida (USF), aims to improve healthcare access for individuals with disabilities. Formerly USF CSD Clinic Director, she serves on the SLP Academy strategic planning committee of the National Academies of Practice, ASHA's SIG 08 Public Health Audiology steering committee, and CAA's nominating committee. An alumnus of ASHA’s LDP and CAPCSD's Leadership Academy, Teresa works for a health insurer.

Financial Disclosure: University of South Florida: Employee (Ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: Ph.D. candidate in Public Health; ASHA Steering Committee member (Ongoing)

Sarah Warren headshot, white female, short blonde hair, black suit jacket, royal blue blouse

Author and Presenter: Sarah E. Warren, Au.D., Ph.D., M.P.H
Assistant Professor
University of Memphis

Sarah E. Warren, Au.D., Ph.D., M.P.H., is a public health audiologist and Assistant Professor at the University of Memphis School of Communication Sciences and Disorders. Dr. Warren is the Director of the Cochlear Implant Research Laboratory where she is currently leading the Memphis SOUND (Serving our Underrepresented Neighbors who are Deaf/Hard of Hearing) Project, a community-engaged research endeavor to understand barriers to hearing healthcare engagement among minoritized communities.

Financial Disclosure: University of Memphis: Employee (Ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: ASHA: SIG 8 Audiology Public Health Coordinating Committee in the role of Associate Coordinator (Ongoing): receives no compensation

Trauma Triggers in Student Experiences: Strategies for Supporting Students

The rigorous expectations of CSD programs and clinical practices can inadvertently trigger trauma responses in students with a history of adverse experiences. This session will draw on current research to outline strategies for identifying and mitigating such triggers within educational and clinical settings and will emphasize the importance of creating a trauma-informed environment that is sensitive to the needs of all students.

Learning Objectives:

Identify signs of trauma in students and describe the potential impact on their academic and clinical performance.

Gain the skills to create and maintain a supportive learning environment that is responsive to the needs of students experiencing trauma.

Develop strategies to assist students in managing trauma triggers.

Author and Presenter Information

Author and Presenter: April Garrity, Ph.D., CCC-SLP
Professor
Georgia Southern University

April Garrity, Ph.D., CCC-SLP, is professor of communication sciences and disorders at Georgia Southern University’s Armstrong Campus in Savannah. She teaches courses in neurogenic communication disorders, dysphagia, and research methodology. She is primarily interested in Scholarship of Teaching and Learning, specifically service-learning and trauma-informed educational practices in the context of health professions education. April maintains an active clinical practice and is also a trained yoga and meditation instructor.

Financial Disclosure: Georgia Southern University: Employee (Ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: No non-financial relationships to disclose

Asset-Based and Inclusive Practices to Support Neurodivergent Students

This session qualifies for ASHA's Diversity, Equity, and Inclusion in Education, Training, Service Delivery, Public Policy requirement.

College campuses are increasingly neurodiverse, but low rates of enrollment and graduation rates for neurodivergent students in Communication Sciences and Disorders point to systemic barriers to their success. In this interactive session, participants will unpack inherited mindsets around neurodiversity and, more broadly, notions of what learning should look like. We will contrast marginalizing attitudes still prevalent in education with the asset-based neurodiversity paradigm, and discuss tangible steps instructors can take to affirm and support the success of neurodivergent learners. The inclusive teaching strategies we enact with neurodivergent students in mind will help us better welcome and reach the wide variety of learners in our classes.

Learning Objectives:

Contrast ableist, deficit-based views of learning with empathetic and asset-based mindsets.
Explore common barriers to success for neurodivergent college students.
Identify inclusive teaching strategies that support the success of neurodivergent students in didactic and clinical courses.

Author and Presenter Information

Author and Presenter: Madhu Sundarrajan, Ph.D., CCC-SLP
Assistant Professor
University of the Pacific

Madhu Sundarrajan (she/her), Ph.D., CCC-SLP, is an Assistant Professor at the University of the Pacific. She has focused her research and teaching on speech and language development with the aim to understand complex developing systems (as in the case of bilingual children, autistic children and Deaf/Hard of Hearing children). She is passionate about promoting and teaching students about neurodiversity-affirming and culturally responsive practices.

Financial Disclosure: University of the Pacific: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Leslie Bayers, Ph.D.
Director, Center for Teaching and Learning
University of the Pacific

Leslie Bayers (Ph.D., Spanish) is the Director of the Center for Teaching and Learning at the University of the Pacific. Leslie promotes equity-minded and evidence-informed teaching, course design, and assessment practices and facilitates faculty mentoring and scholarship support across disciplines. Leslie has published critical studies and translations of Andean poetry, as well as essays on teaching, learning, and assessment in higher education.

Financial Disclosure: University of the Pacific: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Teaching Pedagogy in Higher Education

Teaching pedagogy in higher education is an evolving field that requires a dynamic approach to meet the needs of diverse learners. This session will explore innovative pedagogical strategies that are being implemented in CSD programs to enhance student learning and professional development and includes the integration of evidence-based practice, interprofessional education, and technology-enhanced learning to prepare students for the complexities of clinical practice. Faculty development in fostering effective teaching methodologies and the importance of aligning pedagogical approaches with the latest research in CSD will be discussed.

Learning Objectives:

State how to incorporate innovative teaching strategies to engage learners in CSD programs.

Demonstrate proficiency in utilizing technology to enhance learning and simulate real-world clinical scenarios in CSD education.

Apply evidence-based pedagogical approaches to improve teaching effectiveness and student learning outcomes in CSD higher education.

Author and Presenter Information

Author and Presenter: Jennifer Friberg, Ed.D.
Director of Scholarly Teaching and Cross Endowed Chair in SoTL
Illinois State University

Jennifer Friberg is the Director of Scholarly Teaching and Cross Endowed Chair in SoTL at Illinois State University. There, she also serves as a professor of communication sciences and disorders. She is the co-editor of two recent volumes: Scholarship of Teaching and Learning in Communication Sciences and Disorders (2024) and Evidence-Based Education in the Classroom: Examples from Clinical Disciplines (2022). Friberg is a founding editorial board member of TLCSD.

Financial Disclosure: Illinois State University: Employee (Ongoing); Indiana University Press: Royalties (Ongoing); Slack, Inc.: Royalties (Ongoing); Stylus: Royalties (Ongoing); CAPCSD: Invited Speaker: Received complimentary conference registration
Non-Financial Disclosure: Teaching and Learning in Communication Sciences & Disorders: Editorial Board (Ongoing); ASHA and CAPCSD: various boards and committees (Ongoing)

Navigating AI in CSD Programs: Developing Critical Thinking and Ethical Use of AI Tools

This session qualifies for ASHA's Ethics requirement.

AI tools are available to students and can be used even when forbidden by an instructor, program, or university. CSD programs can disallow use of AI tools or they can facilitate responsible use of these tools and ensure students develop skills to identify misinformation. We present four academic assignments in three different courses completed by students in two graduate SLP cohorts. The assignments presented AI generated essays on course-related topics. Students researched claims made in the essays and found peer-reviewed sources to support or refute each claim. Students also wrote reflections focused on ethical use of AI tools and the importance of developing critical thinking and research skills needed to substantiate accurate information and identify misinformation related to a variety of clinical topics.

Learning Objectives:

Describe strategies and assignments to help students critically evaluate AI-generated claims, use peer-reviewed literature, promote ethical AI use, and engage in discussions on AI's academic and clinical implications.
Discuss the rationale for providing students with AI generated output and asking them to find sources to verify the accuracy of that AI generated claims.
Explain how incorporating a reflection component in assignments can deepen students' understanding of the assignment's goals and increase their awareness of their own learning and professional development.

Author and Presenter Information

Author and Presenter: Christine Brennan, Ph.D., CCC-SLP
Assistant Professor
University of Colorado Boulder

Christine Brennan is the current CAA SLP Program Director for the University of Colorado Boulder. Her research focuses on communication phenotypes of rare populations, including Smith-Magenis Syndrome (SMS), Sanfilippo Syndrome, and Autoimmune Encephalitis. She also co-leads an AAC outreach project for individuals with complex communication needs. Dr. Brennan teaches graduate and undergraduate courses in neuroanatomy, developmental language disorders, learning disabilities, and aphasia.

Financial Disclosure: University of Colorado Boulder: Employee (Ongoing)
Non-Financial Disclosure: PRISMS (Parents and Researchers Interested in Smith-Magenis Syndrome): member of the Professional Advisory Board (Ongoing): receives no compensation.

Author: Pui Fong Kan, Ph.D., CCC-SLP
Professor, Chair
University of Colorado Boulder

Pui Fong Kan is an associate professor in the Department of Speech, Language, and Hearing Sciences of the University of Colorado Boulder. Her research examines language learning in typically developing children and bilingual children with language impairments.

Financial Disclosure: University of Colorado Boulder: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Supporting Integration of AI in Health Professions Education

As artificial intelligence (AI) transforms healthcare, preparing future professionals to use AI effectively is essential. This presentation explores how CSD educators can equip students to become knowledgeable AI users and contributors to advancing healthcare. Based on surveys of faculty and students in speech-language pathology, audiology, and other health professions, we will discuss perceptions of AI, current knowledge gaps, and strategies for integrating AI into curricula. The session will highlight the differing needs of undergraduate and graduate students, ranging from academic support to clinical applications, and present professional development efforts focused on leveraging AI while maintaining academic integrity. Participants will leave with actionable strategies for incorporating AI into their teaching and preparing graduates for AI-driven healthcare environments.

Learning Objectives:

Understand the Importance of AI in Health Professions.

Recognize the differing perceptions of AI among faculty, undergraduate and graduate students.

Identify Strategies for AI Integration tailored to undergraduate and graduate CSD students.

Author and Presenter Information

Author and Presenter: Susan Gordon-Hickey, Au.D., Ph.D.
Dean of the Pat Capps Covey College of Allied Health Professions
University of South Alabama

Dr. Susan Gordon-Hickey, Au.D., Ph.D., serves as the Dean of the Pat Capps Covey College of Allied Health Professions at the University of South Alabama. Her research focuses on communication challenges associated with background noise. She is dedicated to advancing academic programs, interprofessional education, and innovative teaching, with a focus on preparing for AI’s role in healthcare delivery.

Financial Disclosure: University of South Alabama: Employee (Ongoing)
Non-Financial Disclosure: Council on Academic Accreditation: chair/member (Ongoing)

Author and Presenter: Tara Davis, Ph.D., CCC-A
Associate Professor, Audiology Graduate Program Coordinator
University of South Alabama

Tara Davis is an Associate Professor and Graduate Coordinator of Audiology at the University of South Alabama. She has co-taught a team-based interprofessional education course geared towards graduate-level audiology and speech-language pathology students for six years. She has also presented research on interprofessional practice trends between clinical speech-language pathologists and audiologists.

Financial Disclosure: University of South Alabama: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Catherine Cooper, M.S., R.T. (R)(CT)(BD)(ARRT)
Chair, Radiologic Sciences
University of South Alabama

Catherine Cooper, M.S., R.T. (R)(CT)(BD)(ARRT), is Chair of the Department of Radiologic Sciences at the University of South Alabama. With over 35 years of imaging experience and 25 years in education, she integrates innovative teaching strategies to prepare students for clinical excellence. Her interests include leveraging artificial intelligence to enhance diagnostic accuracy, streamline workflows, and advance radiologic education in Allied Health Professions.

Financial Disclosure: University of South Alabama: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Author: Missy Curtis, M.S., R.T. (R)(CT)(ARRT)(CNMT)(NMTCB)
Instructor and Clinical Coordinator
University of South Alabama

Missy Curtis, M.S., R.T. (R)(CT)(ARRT)(CNMT)(NMTCB), is an Instructor and Clinical Coordinator in the Department of Radiologic Sciences at the University of South Alabama. She earned her Bachelor of Science in Radiologic Sciences. and a Masters in Instructional Design and Development. She is an active member of the Alabama Society of Radiologic Technologists and currently serves as the Executive Board Member.

Financial Disclosure: University of South Alabama: Employee (Ongoing)
Non-Financial Disclosure: Alabama Society of Radiologic Technologists: Executive Board Member (Ongoing): No compensation received

Author: Preston Warren, DPT
Assistant Professor, Physical Therapy
University of South Alabama

Preston Warren, DPT, Assistant Professor, Department of Physical Therapy, University of South Alabama

Financial Disclosure: University of South Alabama: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

Leadership Training Practices in Graduate Communication Sciences and Disorders Programs

Leadership training promotes student engagement, fosters independence, and establishes professionalism that requires further exploration in Communication Sciences and Disorders (CSD). A survey was sent to CSD programs across the nation to determine what, if any, leadership training they use to train the next generation of speech-language pathologists. This session will present data from the survey providing potential guidance for areas of leadership training that can be incorporated into already existing programmatic designs and curricular structures to better prepare our students for the future.

Learning Objectives:

Define leadership as action through the dual lens of situational and servant leadership.

Identify leadership training practices that they already implement in their programs and learn how to engineer them to achieve the most benefit.

Describe new leadership training practices they will propose in their programs and brainstorm how they can fit selected practices into an existing curriculum.

Author and Presenter Information

Author and Presenter: Kelly Rutherford, Ed.D., CCC-SLP
Assistant Professor
Marshall University

Kelly Rutherford, Ed.D., CCC-SLP, is an Assistant Professor in the Department of Communication Disorders at Marshall University. Dr. Rutherford teaches courses in adult communication and cognitive disorders, advises graduate students, and works with individuals living with aphasia. She has presented her academic work at state and national conferences. Dr. Rutherford is active in many university committees and currently serves as a member of the CAPCSD DEI Committee.

Financial Disclosure: Marshall University: Employee (Ongoing)
Non-Financial Disclosure: CAPCSD: DEI Committee: member (ongoing): receives no compensation

Author and Presenter: Sandra Kemper, Ed.D., CCC-SLP
Associate Professor
University of Central Arkansas

Sandra Kemper, Ed.D., CCC-SLP, is an Assistant Professor in the Department of Communication Disorders at the University of Central Arkansas. She received her B.S. and M.S. in Communication Disorders from Fort Hays State University. In 2023, she completed her Ed.D. at Marshall University, with a focus on Educational Leadership. Prior to her current appointment at UCA, Dr. Kemper was an Associate Professor at Marshall University.

Financial Disclosure: University of Central Arkansas: Employee (Ongoing)
Non-Financial Disclosure: No non-financial relationships to disclose

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 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.

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