174 Chester Park,
31 West College Street,
Duluth, MN 55812
Phone: (218) 726–7974;
Fax: (218) 726–8693
for Off-Campus Supervisors
The Department of Communication Sciences and Disorders deeply appreciates the willingness of speech-language pathologists and audiologists who give their time and expertise to the education of graduate students in the Program. The information below is a guide for off-campus supervisors, outlining internship requirements and expectations.
Objectives of Off-Campus Clinical Experiences:
The purpose of off-campus clinical experiences is to provide students with opportunities to establish a breadth adn depth of knowledge and skills and to develop higher levels of independence in providing diagnostic and treatment services to individuals with communication and swallowing disorders. As part of their clinical education, students complete internships under the supervision of ASHA-Certified professionals across a variety of practice settings. Specific ASHA Standards and Outcomes are listed at the bottom of this page.
Types of Off-Campus Placements:
- Off-Campus Mini-Practicum: The Practicum typically is 8 hours per week over the course of a semester. The purpose of the practicum is to provide students with a glimpse of other practice models and clients during their first year of graduate school. It is a limited off-campus experience early in the student's clinical education. Typically the student has worked with only 3 to 6 clients on-campus before participating in this off-campus placement and has only 50 to 100 clock hours. In addition to their off-campus placement, students will have assigned clients at the university clinic. They also will be taking a number of academic courses at the same time.
- Off-Campus Part-Time Internship: The Part-Time Internship typically is 15-20 hours per week over the course of the semester. The purpose of the internship is to provide students with a more comprehensive clinical education experience in either a medical or education setting. Students in their second year of the program will enter the internship with the majority of their coursework completed, but with limited clinical experience. By the time they enter their second year, students typically will have had fewer than 10 client assignments at the university clinic and will have earned less than 150 clock hours. In addition to their part-time internship, the students will be taking academic courses.
- Off-Campus Full-Time Externship: The Externship typically is full-time, 40 hours per week, for a duration of 10 weeks. In order to qualify for this placement, the student must have successfully completed an off-campus part-time internship. This is an intensive learning experience, designed to allow the student to fully immerse themselves in clinical practice under the guidance of an ASHA-Certified speech-language pathologist, either in a medical or education setting. This likely will be the student's first experience in this type of setting, and supervisors will need to provide adequate support for student learning even at this advanced stage of education.
The Student Intern:
The Student Intern will come to the off-campus placement with academic background and limited clinical application. The off-campus placement offers the opportunity to expand and integrate knowledge and skills for clinical practice under the guidance of an experienced speech-language pathologist. By accepting the off-campus placement, the student accepts the responsibilities as a student intern in the assigned setting. Expectations of student interns:
- Review and accept the terms of the affiliation agreement; complete all prerequisite clearances before starting the the assigned placement.
- Participate in the placement for the established number of hours (e.g., 8 hours for a practicum; 15-20 for an internship). Attend on a regular basis.
- Observe the policies, hours, and regulations of the assigned placement site.
- Conduct yourself in a professional manner as a future member of the profession.
- Abide by the ASHA Code of Ethics.
- Maintain confidentiality of clients served in the facility.
- Participate in professional activities of the placement site, including but not limited to meetins, workshops, and in-services.
- Be proactive in seeking the resources and help you need to succeed at the site. Take advantage of the learning opportunity.
- Set personal clinical education objectives to maximize your learning experience; seek your supervisor's input and feedback.
- As the placement progresses, assume more responsibility for the clinical practice as assigned by the supervisor.
- Understand that student interns are guests of the site, and that supervisors accept interns as a generous gesture to support future professionals.
In order to provide a quality clinical education experiences which meets the standards of the Program and ASHA Certification, the Department of Communication Sciences and Disorders seeks Off-Campus Supervisors who meet the following criteria:
- Experience: Supervisors are preferred to have three or more years' experience as speech-language pathologists
- CCCs: Supervisors must havea current ASHA Certificate of Clinical Competence; CCCs must cover the entire time frame of the placement. The university liaison will request a copy of current CCCs for the CSD Department's records.
- State Credentials: Supervisors must have hold state credentials as required for practicing speech-language pathology in their work setting. These credential vary by state and by setting. These credentials must cover the entire time frame of the placement. The university liaison will request a copy of current credentials for the CSD Department's records.
Supervisors volunteering to take a student intern are making a commitment to that student's education. The learning experience is invaluable to preparing students to enter the profession. Thank you!!
Superviors are responsible for the following:
- Submit Credentials: Submit a copy of current ASHA CCCs and state credentials to the university liaison. If either document is set to expire during the dates of the placement, the supervisor must send a copy of the new credentials when he/she receives them.
- Clock Hours Documentation (Web-Based):
- Daily Clock Hours: Interns will be recording their daily clock hours in the UMD CSD Clock Hours Database. Supervisors must log into the database, For each session, supervisors must record the percentage of time supervised for each session, and approve the time. Help documents are available in the Clock Hours Database.
- Semester Clock Hours Summary: At the end of the placement, you as the supervisor must log iinto the Clock Hours Database and electronically "approve" the Semester Clock Hours Summary Report. This is important, as it submits the semester's clock hours to count toward the total time the intern earns over the course of their education. Please print and sign a hard copy of the report and send it to the CSD Department for the students records.
- Grading: You are welcome to use any grading protocol of your choosing. If you choose to use a different protocol, please provide a copy of the protocol to the student and to the university liaison at the start of the placement.
- Mid-Semester Grade: At the mid-point of the placement, please review the grading protcol with the student. Send the grade to the university liaison. The CSD Department uses the UMD CSD Grading Protocol, but you are not required to use this protocol.
- Final grade: At the end of the placement, please review the grading protocol with the student. Send the grade to the university liaison by the date requested.
- Supervise no less than 25% of a session. Supervisors are responsible for providing as much supervision as the student requires, with no less than 25% of a session being supervised.
- A supervising SLP with CCCs must be on site when the intern is working with clients. If you need to be gone on a day the student is schedule, the student is NOT allowed to provide therapy or diagnostic services unless there is another ASHA-Certified supervisor who will assume supervision duties for you. Students cannot be used for coverage.
- Weekly Meetings with the Intern: As this is a learning experience for the intern, it is highly recommended that you and the intern set aside a time to meet each week to talk about client progress and about the intern's progress. Interns are required to set clinical education goals for themselves each semester, and your input and feedback on a regular basis will greatly enhance their learning.
- Suggested Itineraries for each of the clinical placement types are located under the Web page of Off-Campus Clinical Education Forms:
- Part-Time Internship
- Full-Time Externship
Clock Hours Database:
In order to apply for ASHA Certification, students must earn a minimum of 375 clock hours as part of their educational program. Clock hours must be earned under the supervision of ASHA-Certified professionals and must be approved by the professional who provides the supervision. A minimum of 25% of the student's clock hours must be supervised by you.
Clock hours are tracked through the UMD CSD Web-based system.The System can be accessed from the UMD CSD Home Page or from a link in your list of Supervisor Resources. You will log into the system using your ASHA number. Instructions for using the database are available in a HELP document once you log inot the Web page.
To manage the clock hours, do the following:
- Approve clock hours at least weekly. go to "List Hours", click on an entry, put in your supervision time, and approve. If an already-approved entry is in error, go to "Update Hours" and either change or delete the entry.
- At the end of the internship, electronically approve, print, and physically sign the Semester Clinic Hours Report. Be sure you have approved all individual entries under "List Hours" before you approve the report.
- Please send a signed hard copy of the Semester Clinic Hours Report, along with the student's final grade, back to the university by the requested due date.
The Department of Communication Sciences and Disorders wants supervisors and students to have a positive and successful internship experiences. The Department has an appointed university liasion who arranges off-campus placements and supports students and supervisors during the placements. Please feel free to contact the liaison at any time for assistance.
University Liaison Contact Information:
Lynette Carlson, MA, CCC-SLP
UMD Department of Communication Sciences and Disorders
177 Chester Park
31 West College Street
Duluth, MN 55812
Before the placement:
The university liaison sets up the practicum experience with the representatives from the off-campus site. The liaison will send you a letter before the placement begins. The letter includes key dates of the placement and instructions to access the Web site.
Once the placement starts:
The liaison will check in with you after the first 1 or 2 weeks of the affiliation, to see how the intern is adjusting and to provide you with any information or support that you need.
Halfway through the experience:
The liaison will contact you for an update on the intern's performance and to answer any questions or address any concerns you may have. The liaison will follow up as needed.
End of the experience:
The liaison will calculate the student's final grade and submit it to the Registrar. Please send in the student's grade by the requested due date so there is not a delay in submitting the student's grade. The liaison also will send surveys to the intern and to the off-campus supervisor, requesting feedback on the experience. This information is valuable for improving the program, and we appreciate the time students and supervisors take to complete the surveys.
The university liaison appreciates the opportunity to visit the off-campus sites during a student's placement, if time and funding permit. A site visit offers many opportunities to enhance the clinical education experience for the intern and the supervisor:
Opportunities for site supervisor to meet with the university liaison and
- Give a tour of the setting where supervisor practices
- Provide further information regarding the supervisor’s practice/experiences
- Explain the supervisor’s expectations of interns
- Discuss current assigned student performance and address any issues
- Ask questions, express concerns and ideas relating to clinical supervision and student learning
Opportunities for university liaison to meet with the site supervisor and
- Establish a firmer working relationship with the site supervisor
- Learn about the supervisor’s practice and expectations
- Clarify university expectations in clinical supervision and student performance
- Offer support for the clinical supervisory process and student learning
- Provide information and resources related to supervision of the student intern
- Identify any issues that may need follow-up related to the internship
If you are interested in a site visit, please contact the liaison before the mid-point of the placement.
Students are placed in sites only when a current affiliation agreement is in place. The contract delineates the roles and responsiblities of the site, the site supervisor, the university program, and the student. Students review the contract before starting their placement. Your site should have a copy of the contract on file if you wish to review it.
The Federal Family Education Rights and Privacy Act of 1974 and the University of Minnesota Regents' Policy on Access to Student Records require respect for confidentiality of students' performance. A student's performance may be discussed with people only on a "need-to-know" basis. Grades may not be exchanged via email, as email is not considered a secure form or information exchange.
ASHA Certification Standards and Learning Outcomes:
Clinical Education courses address the following ASHA Certification Standards and Learning Outcomes:
|Standard III B
||The applicant must demonstrate knowledge of basic human communication and swallowing process, including their biological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases
||The student will demonstrate sufficient knowledge of each client’s disorder or difficulty to plan and implement diagnostic and/or treatment protocols with general supervision.
||The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
The student will make an appropriate diagnosis following assessment and provide recommendations with general supervision.
Student will write appropriate treatment plan and goals to address clients’ disorder or difference with general supervision.
Student will document results and observations for ongoing assessment and future planning with general supervision.
Student will demonstrate evidence of researching the disorder areas either through discussion or written review of pertinent journal articles and other relevant sources.
||The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders
The student will demonstrate the ability to counsel he client and family members and provide information for prevention, explanation of the disorder or difficulty and treatment program and goals with general supervision.
The student will plan and implement a diagnostic protocol with general supervision.
The student will plan and implement a treatment protocol with general supervision.
The student will collect accurate data on client behavior and interpret data to measure client progress
The applicant must demonstrate knowledge of standards of ethical conduct.
The student will demonstrate conduct consistent with ASHA Scope of Practice and Preferred Practice Guidelines and discuss its application to professional practice.
||The applicant must demonstrate knowledge of contemporary professional issues.
||Students will identify professional issues in their assigned internship site, explain their impact on client services and professional practice.
||The applicant must possess skill in oral and written or other forms of communication sufficient for entry into professional practice.
The student is responsible for writing progress notes, plans of care, diagnostic report and IEPs with general supervision.
The student will present to clinical supervisor any observations or case studies relevant to the externship with general supervision.
||The applicant for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology.
||The student will earn clock hours through direct client contact and
will submit a clock hour form, signed by their clinical supervisor, with the total number of clinical clock hours completed.
||At lease 325 of the 400 clock hours must be completed while the applicant is engaged in graduate study in a program accredited in speech-language pathology by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.
||The student will submit a clock hour form, signed by their clinical supervisor, with the total number of clinical clock hours completed.
||Supervised practicum must include experience with client/patient populations across the life span and from culturally/linguistically diverse backgrounds. Practicum must include experience with client/patient populations with various types and severities of communication and/or related disorders, differences, and disabilities.
||The applicant will submit a clock hour form, signed by their clinical supervisor, with the total number of clinical clock hours completed. This must include adult/child population and indication of communication area treated.
||The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skills outcomes.
||The applicant will submit a portfolio containing evidence of breadth and depth of study; reviewed and approved by faculty member.