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Virtual Conference

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CAPCSD Virtual Conference
Thursday, April 4 - Friday, April 5, 2024

CAPCSD is excited to announce the 2024 CAPCSD Virtual Conference! This format provides accessibility to our members and non-members to earn ASHA CEUs without the costs of airfare, travel, full conference registration, and multiple days away from personal and professional obligations.

  • (6) ASHA CEUs
  • (2) sessions which qualify for ASHA DEI CEUs
  • (1) session which qualifies for the ASHA Ethics CEU

The 2024 CAPCSD Virtual Conference will also be made available in an on-demand format around May 1, 2024 for those who will attend the Annual Conference in-person at a discounted rate. In-person Annual Conference registrants are encouraged to use the Add-On option at the time of Annual Conference Registration to get their discounted rate!

Conference Schedule Overview


Thursday, April 4, 2024


11:00 AM - 12:10 PM CT
Welcome by CAPCSD President
Session 1 - DEI - Culturally Responsive Practices

12:10 PM – 12:15 PM CT

12:15 PM – 1:15 PM CT
Session 2 - Clinical Research to Empower and Advance the Professions of Speech-Language Pathology and Audiology

1:15 PM – 1:20 PM CT

1:20 PM – 2:30 PM CT
Session 3 - Ethics: Ethical Dilemmas in SLP Education


Friday, April 5, 2024


11:00 AM - 12:10 PM CT
Welcome by CAPCSD President-Elect
Session 1 - DEI - A New Idea for Academic Metrics: Implications for Equity in Graduate Admissions

12:10 PM – 12:15 PM CT

12:15 PM – 1:15 PM CT
Session 2 - Enhancing Clinical Competencies: Creative Models for SLP Education

1:15 PM – 1:20 PM CT

1:20 PM – 2:30 PM CT
Session 3 - "Jazz Up" Graduate Education: Active Learning Strategies to Engage and Motivate Students

Registration Rates

When you register you will receive two emails with a Zoom link for Day 1 and Day 2.


150.00 per person

CAPCSD Affiliate Member

150.00 per person

CAPCSD Non-Member

200.00 per person


Each session is registered separately for 0.1 ASHA CEUs. If you take the entire series, you will see six entries on your CE Registry transcript for 0.1 ASHA CEUs each (a total of 0.6 ASHA CEUs.)

Session Overview

Culturally Responsive Practices


Learning Objectives:

Utilizing Clinical Research to Empower and Advance the Professions of Speech-Language Pathology & 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 integration 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

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.
DEI - A New Idea for Academic Metrics: Implications for Equity in Graduate Admissions

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 Education
This session delves into innovative approaches to elevate clinical competencies for Speech-Language Pathology, 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 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 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.
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