Professional Preparation of Clinical Educators in University Graduate Programs The purpose of this research was to gather information regarding current practices in training clinical faculty for supervision in Communication Sciences and Disorders programs. The research was designed to gather information regarding preparation in clinical supervision completed prior to supervising in university clinics, continuing education experiences in supervision, strategies that ... Article
Article  |   October 01, 2010
Professional Preparation of Clinical Educators in University Graduate Programs
Author Affiliations & Notes
  • Pamela Klick
    Saint Xavier University, Chicago, IL
  • Maureen Schmitt
    Saint Xavier University, Chicago, IL
Article Information
Professional Issues & Training / Articles
Article   |   October 01, 2010
Professional Preparation of Clinical Educators in University Graduate Programs
SIG 10 Perspectives on Issues in Higher Education, October 2010, Vol. 13, 49-57. doi:10.1044/ihe13.2.49
SIG 10 Perspectives on Issues in Higher Education, October 2010, Vol. 13, 49-57. doi:10.1044/ihe13.2.49

The purpose of this research was to gather information regarding current practices in training clinical faculty for supervision in Communication Sciences and Disorders programs. The research was designed to gather information regarding preparation in clinical supervision completed prior to supervising in university clinics, continuing education experiences in supervision, strategies that clinical educators may use as the result of experience and/or training, and training/support at the department/university level. Data were derived from a survey distributed to speech-language pathologists involved in clinical supervision using systematic random sampling of graduate programs accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). Data were analyzed utilizing descriptive statistics. Preliminary results indicated the need for the development of additional strategies to support the advancement of training in clinical supervision and the design of new training tools consistent with the 2008 position statement from ASHA’s Special Interest Division 11, Administration and Supervision.

Acknowledgments
We are truly grateful to all the clinical educators who responded to our survey. We would like to acknowledge the contributions of our colleagues in providing suggestions, encouragement and ongoing support.
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