ONLINE M.A. IN COMMUNICATION SCIENCES AND DISORDERS
Thank you for serving as a clinical educator for Cleveland State University’s online Master’s in Communication Sciences and Disorders program. Our program thrives because of dedicated speech-language pathology professionals like you who are committed to supporting the growth and development of our students.
This page offers key information about the precepting experience and addresses common questions. If you need further clarification, please don’t hesitate to contact your student’s faculty instructor.
CLINICAL EDUCATOR & STUDENT EXPECTATIONS
Clinical Educator Role
A clinical educator is an experienced speech-language pathologist dedicated to mentoring graduate students pursuing careers in the field. They play a vital role in creating a supportive learning environment, exposing students to diverse experiences, and helping them build essential skills.
As a clinical educator, you will lead by example, demonstrating professionalism, sharing your clinical expertise, and adhering to ethical and legal standards across various practice settings.
Your responsibilities include offering constructive feedback to promote a safe and effective learning experience while assigning tasks that align with the student’s development. Clinical educators work closely with students and CSU faculty to ensure a meaningful and enriching educational journey, for all involved.
As a clinical educator, you will engage in multiple roles, such as:
- Teacher/Coach
- Leader/Influencer
- Facilitator/Socialization Agent
- Evaluator
- Protector
- Role Model
- Practice Expert
Clinical Educator Responsibilities
As a clinical educator, you will take on several important responsibilities, including:
- Providing guidance, support, and encouragement to your student
- Creating various learning opportunities within the assigned practice setting
- Educating the student on relevant policies, procedures, and guidelines
- Setting clear expectations for workdays and hours, ensuring they align with your schedule throughout the experience
- Communicating any scheduling changes promptly
- Helping the student develop essential skills and professional behaviors
- Maintaining or co-signing the time log to ensure accurate documentation of clinical hours
- Reporting any concerns, issues, or adverse events to the appropriate CSU contact in a timely manner
- Providing regular feedback on the student’s performance, highlighting strengths and areas for improvement
- Notifying faculty if the student is not meeting required objectives in a timely manner
- Completing evaluations as requested
- Modeling professional and ethical behavior
- Adhere to the CSU CSD Clinical Educator Handbook
Student Responsibilities
To ensure a productive and successful precepting experience, students are expected to:
- Arrive on time as scheduled and take breaks responsibly
- Discuss learning goals with the clinical educator and adjust them as needed
- Establish a schedule and adhere to all assigned dates and times
- Ensure that scheduled hours do not conflict with class commitments
- Prioritize clinical placement and avoid scheduling conflicts once assigned
- Approach the experience with a collaborative mindset and eagerness to learn
- Build rapport with clients and families when appropriate
- Contribute effectively as a team member
- Communicate professionally with clients, staff, and the clinical educator
- Follow all practice site regulations, policies, and guidelines
- Promptly report any adverse events, concerns, or issues to the clinical educator and faculty as appropriate
- Take initiative in seeking new learning opportunities and ask for help when needed
- Accept feedback with professionalism and a positive attitude
- Continuously develop skills, knowledge, and understanding of the speech-language pathology profession
- Notify both faculty and the clinical educator of any emergency schedule changes
- Adhere to the CSU CSD Student Handbook
IMPORTANT INFORMATION BEFORE THE FIRST DAY
It is important to cover the following items with the student prior to the start of their placement or during your first meeting:
- Schedule
- Required dress code based on student handbook and practice site policy
- Parking policy
- ID badge
- Computer access/training
- Expectations around timeliness, professionalism, preparedness, etc.
- Absence policy and expectations
- Current skill level and position in course progression
- Objectives and goals
- Preferred main form of communication (email, text, phone, etc.)
CLINICAL PRACTICUM ROTATION PREPARATION
Orientation Process
The student orientation process may differ depending on the practicum placement. Clinical educators should coordinate with faculty and the practice site to ensure proper orientation. On the first day of the rotation, educators should introduce students to key practice areas.
Necessary Documentation
Clinical educators will collaborate with the placement site and CSU’s administration office to complete any required documentation and respond to information requests. We encourage educators to check their email regularly to stay up to date on documentation requirements.
Setting Expectations, Goals, and Objectives
Faculty will provide course and core rotation objectives, which serve as the foundation for guiding the student’s experience. Some placement sites may incorporate additional goals to further enrich learning.
At the start of the term, clinical educators and students should meet to review objectives. Educators should also ask students about any specific goals or expectations they have, allowing for a more personalized and targeted learning experience.
To better support the student, clinical educators should assess their current skill level and knowledge as it relates to the practice setting. Reviewing the program’s plan of study and objectives can provide insight into the student’s existing competencies and prior experiences.
FORMATIVE EVALUATION PROCESS
A key responsibility of the clinical educator is to serve as an evaluator. On the first day of the rotation, it is important to inform students that feedback will be given regularly throughout their practicum experience. Providing consistent feedback is essential for developing the student’s learning and growth as a future SLP.
Prerequisite: CSD 335. Must be admitted in the MA Program in Communication Sciences and Disorders. This course provides supervised clinical practicum experiences in a variety of settings. Strategies and methodologies for assessment, treatment, intervention, counseling, professional practices and ethics are discussed. Maximum of six credits allowable for certification. (4 Credits)
This course provides supervised clinical practicum experiences in a variety of settings. Strategies and methodologies for assessment, treatment, intervention, counseling, professional practices and ethics are discussed. Maximum of six credits allowable for certification. (4 Credits)
This course provides supervised clinical practicum experiences in a variety of settings. Strategies and methodologies for assessment, treatment, intervention, counseling, professional practices and ethics are discussed. Maximum of six credits allowable for certification. (4 Credits)
This course is a supervised clinical practicum in a medical setting. Medical aspects of communication sciences and disorders involving assessment, treatment, counseling, billing, and coding, and other activities required in a medical setting are emphasized. (8 Credits)
Five days a week for one semester observing and teaching under the direction of a cooperating teacher and college supervisor; weekly seminar required. (8 Credits)
- ASHA certified
- Certified SLP or audiologist
- 3+ years’ experience
- 2+ hours of professional development post-certification
Clinical educators provide both real-time feedback and formal evaluations to assess student progress and performance throughout the rotation.
Students in 539B and 539C are required to obtain 25 hours of direct client services (about 2-3 hours per week). Students in these courses require additional supervision, at least 50%.
Students in EST 575 or CSD 548 will obtain 150 hours of direct client services per term with at least 25% supervision.
