American Speech-Language-Hearing Association

CE_Intersections

Volume 2, Number 4

March 2011

Intersections is the quarterly e-newsletter distributed to ASHA Approved Continuing Education Providers to connect and exchange ideas in order to better accomplish their continuing education activities.


Special Issue on Changes

Connect

Chair's Corner—Changes

Chair

The theme in CE this year is change. Everyone approaches change differently. Some of us dread it; some of us look forward to it; some of us get downright excited about it. We hope the changes happening in the ASHA CE program this year will spark some excitement for each of you. And if you are the type of person that reacts to change with dread, don't worry, we're here to help you navigate through the change to a successful transition.

Change of CEB Chair: Those of you who have been reading the Chair's Corner for the last 4 years will be sure to notice that I'm not Patti Solomon-Rice (CEB Chair 2007–2010). We were sad to see Patti end her term on CEB in December 2010. She did a stellar job! I'm Pauline Mashima, CEB's new chair for the next 3 years. I'm excited about transitioning from CEB member to CEB chair, and look forward to having many conversations with you through the Chair's Corner about CEB and CE Program news. There's a short article in this issue sharing a little bit about myself so you get to know me better.

Change in CE Registration and Reporting Forms: For many years, the CEB and CE staff have known that our forms weren't user friendly. Frankly, we didn't like them either! We redesigned our forms a few years ago but couldn't introduce them to you until our new CE software platform at the National Office became fully operational because the forms mirror our software and data fields. So we are excited to finally see our new forms become a reality! We have tried to make them more user friendly by providing them in pdf format and including instructions. We also merged several forms into the new Course and Offering Registration Form. And you no longer need to send us speaker bios, course evaluation forms, or learning assessments materials. Keep all that information in your files. On the rare occasion when we need that information, we'll ask you for it.

Change in CE registration filing options (coming soon): Those of you who attended our November Provider Networking Event in Philadelphia got a sneak peek at the web-based course and offering registration system we are building. We plan to debut that system this summer after pilot testing with a select group of CEAs this spring. The new paper forms we just rolled out mirror the online format that we'll be using. This is your opportunity to try the paper forms so you can easily transition to online registration later this year. We think you'll love it!

Change in Course Search information: Are you tired of getting calls from attendees who want to register for your course even though you aren't the person who handles registration? If so, this change will make you happy. The new registration form lets you give us a phone number, e-mail, or web address for the registration contact that will display with your course information on ASHA CE Course Search. Imagine your empty e-mail box!

Change in CEU increments: This is a change many of you have asked for and we've been wanting to implement for years. You can finally offer your courses in half-hour increments by rounding down to the half hour instead of the full hour. For example, a course that has 8.5 hours of CE content can be offered for 0.85 ASHA CEUs. We think your attendees will really like this change!

Change in filing deadlines for additional offerings: You asked for it and we listened. Now, once you file your course and at least one offering using the 15- (or 30-) day pre-filing deadline, you can send us additional offerings of the course up to 3 days prior to the offering start date. On those rare occasions when you need to schedule just-in-time trainings, you can meet our deadline more easily. When we announced this change, we actually had a CEA send us applause in an audio file attached to an e-mail.

Change in baseline data collection for evidence-based CE course content: With the debut of our new registration form, we're beginning to collect baseline data from all of our Providers about the evidence-based practice resources they're sharing with their course planners and presenters. In past Chair's Corners (November 2009, May 2010, and September 2010), Patti talked about the CEB's initiative to increase the number of courses offered by our Providers that have principles of evidence-based practice infused into the course content. In 2009, we developed a web-based resource center for our Providers. We hope you are sending your planners and presenters there for helpful tips on developing courses using principles of evidenced-based practice as well as links to evidence-based practice resources. There is also a huge amount of information available elsewhere on this topic.

At this point, we're only collecting baseline data about what you're currently doing in this area. Please be honest with us. You won't be penalized if you're not referring planners and presenters to resources now. However, if you're not currently referring individuals to resources, it's important to collect those baseline data so the CEB can take additional steps to assist you in this critical area of CE program development.

I look forward to sharing information with you from the Chair's Corner in each issue of Intersections. If you have questions or feedback about anything related to the CE program, please use our CE Provider mailbox at: ceprovider@asha.org. I 'm eager to hear your feedback about all the changes taking place!

Welcome New Chair and New Members of the Continuing Education Board (CEB)

Pauline Mashima – CEB Chair

Pauline_Mashima.jpgPauline is Chief of the Speech Pathology Section at Tripler Army Medical Center in Honolulu; on the affiliate graduate faculty in the Department of Communication Sciences and Disorders at the University of Hawaii, John A. Burns School of Medicine; and a doctoral candidate in communication sciences and disorders at the University of Cincinnati. She is an ASHA Fellow who received an Award for Outstanding Clinical Achievement from the American Speech-Language-Hearing Foundation, and earned 17 Awards for Continuing Education from 1983 to 2010. She served as Chair of the Ad Hoc Committee on Telepractice in SLP (2009), and as a member of the Working Group on Telepractice (2003-2005), Continuing Education Board (2000-2002), Multicultural Issues Board (1992-1994), Coordinating Committee for the Vice President for Planning (1991), State of Hawaii Board of Speech Pathology and Audiology (1995-2002), and as President of the Hawaii Speech-Language-Hearing Association (1990-1991).

Twhanna Green – CEB Member (2011–2013)

Twhanna_Green.jpgTwhanna J. Green is a pediatric speech-language pathologist who received her master's degree from the University of the District of Columbia, and her bachelor's and doctorate from Howard University. She holds speech-language pathology and administrator certifications in the state of Maryland. Her professional experience includes work in a variety of settings, such as early intervention programs, public/private/charter schools, private practice, home health, and university programs. She currently works for Calvert County Public Schools in Maryland, and continues to serve also as a consultant in speech-language development and disorders, early intervention, and special education.

Sherri Lovelace Brooks – CEB Member (2011–2013)

Sherri_Brooks.jpgDr. Sherri (Lovelace) Brooks has been a practicing speech-language pathologist since 1997. She received her baccalaureate and master's degrees from Arkansas State University (ASU) and her doctorate from the University of Kentucky. In 2001, she joined the faculty in the Department of Communication Disorders at ASU while continuing to manage a thriving clinical practice. Sherri has numerous presentations to forums on state and national levels, publications in refereed journals, and a book chapter in Laura Justice's Clinical Approaches to Emergent Literacy Intervention. She currently serves as advisor to the ASU chapter of the National Student Speech Language Hearing Association and is an executive board member of the National Black Association for Speech Language and Hearing. She is also the owner of Speech Pathology Associates of Northeast Arkansas, Inc., a provider of itinerant speech therapy services to school-age children.

Pamela Jackson – CEB Member (2011–2013)

Pamela_Jackson.jpgPam is professor emeritus at Northern Illinois University, where she served as an academic faculty member and coordinator of the audiology graduate program. She taught courses in aural rehabilitation and pediatric audiology along with courses in anatomy, physiology, and pathology of the ear. Her clinical responsibilities included supervision of pediatric audiologic assessments and aural rehabilitation with children and adults. Pam's research has focused primarily on aural rehabilitation with publications in the areas of auditory, visual, and combined auditory-visual speech perception, and speech evaluation and treatment with clients who are hearing impaired. She has served on the Educational Standards Board, the Clinical Certification Board, and the Council for Clinical Certification of ASHA. In addition, she served as the coordinator or associate coordinator of Special Interest Groups 7 and 9. She currently serves as the continuing education administrator for the Audiology Special Interest Groups. Pam is a Fellow of ASHA and the Illinois Speech-Language-Hearing Association.

Mona Ryan – CEB Member (2011–2013)

Mona_Ryan.jpgMona received her master's degree in speech pathology from the University of Oklahoma Health Sciences Center (OUHSC). She has more than 18 years of experience in school-based services, working primarily with preschool and elementary students. She worked in 2004 as a speech-language consultant to the Oklahoma State Department of Education. Mona has been a clinical educator/assistant professor at OUHSC since 2005. She teaches undergraduate coursework and supervises graduate diagnostics assignments. Her special areas of interest are auditory processing disorders and speech-language pathology assistants. Mona was president of the Oklahoma Speech-Language-Hearing Association (2006) and received the Honors of the Association from OSHA (2004). She currently serves as the governmental regulations chair. Mona participated in the ASHA leadership development program in 2008.

Exchange

Here is what CEAs are saying about the new forms:

"I really like not having to provide all the bios." —Stephanie Marshall, CEA, DC Speech-Language-Hearing Association

"I think that the check boxes that correspond to the questions are helpful as it reminds a provider of the multiple steps that are necessary (in course planning.) Very nice A+" —Mark Witkind, Intersections Advisory Group

"I wanted to mention that the Additional Offerings web form is really nice and will save time from having to make a copy or pull the form out and write everything down." —Cory Tompkins, CEA, Career Improvement Advancement Opportunities

Accomplish

Partial Credit Question on new Course and Offering Registration Form

Why does the new Course and Offering Registration Form ask about partial credit?

When a participant earns ASHA CEUs, their CE Registry transcript includes a description that highlights the course's learning outcomes. Regulatory agencies review the CE transcript and assume that the individual met all the learning outcomes included in the course description. For this reason, it is important for ASHA Approved CE Providers to determine if it is possible for a participant to meet all of the course's learning outcomes without full attendance. This "partial credit" (aka variable credit) decision is made while planning the course.

How do I determine whether or not partial credit is appropriate?

When determining whether or not to offer partial credit, the Provider must first determine whether participants can meet the learning outcomes established for the course without attending the entire course. To help you make this determination, we added a new question to the Course CEUs section of the Course and Offering Registration Form.

Vol3_issue1_a.jpg

When completing the Course and Offering Registration form, indicate yes or no as to whether the course design allows an individual to earn less than the course's maximum ASHA CEUs. If the course is appropriate for partial credit, you will then indicate how participants who do not attend the entire course will demonstrate achievement of the course's learning outcomes.

If I answer "no" does that mean I will not be able to accommodate participants if emergencies come up?

Decisions to offer courses for partial credit are made before the course is offered; however, if extenuating circumstances arise during the course, the ASHA Approved CE Provider may decide to make an exception and allow a particular participant to earn partial credit even when the course was not registered as such. If this happens, please indicate on the Course Offering Reporting Form.

CEUs in Half-hour Increments

Providers registering courses after February 1, 2011may offer ASHA CEUs in half-hour increments. Previously, courses that had, for example, a run time of 390 minutes were registered for 0.6 ASHA CEUs. Now that same course can be offered for 0.65 ASHA CEUs since the CEB will allow 30 minute increments to count when calculating the ASHA CEU amount. There's no change to the rounding up policy; that is, Providers may not round up to the next half-hour increment. Courses lasting 30 to 59 minutes will earn 0.05 CEUs. Courses and offerings currently registered may not have the ASHA CEUs reassigned. For further information refer to the information and chart on the website.

The following situations are not included in calculating CEUs, i.e. housekeeping and general information about the course, registration, breaks and meals. As always if there any questions contact ceprovider@asha.org.

Defining Course and Offering

With the introduction of the new Course and Offering Registration and Reporting Forms, we have changed some of our terms and the format of the forms:

  • The term "activity" has been replaced by "course."
  • The term "multiple offerings" has been replaced by the new term "offerings" or "additional offerings."
  • We have made a distinction between the "course" and the "offering" on the new forms. Sections I through IV ask for information about the course, and Section VII asks for information about the offering(s).
  • ASHA CE will assign offering numbers. CEAs must fill out Section VII for all offerings of each course.

What is the Course?

The course is the educational program content. The course consists of the following items on the Course and Offering Registration Form in Sections I through VI. View an example from the updated CEA Tutorial:

  1. Course Information and Description
  2. Course CEUs
  3. Promotional Materials
  4. Course Design
  5. Planning and Instructional Personnel
  6. Satisfactory Completion and Course Evaluation

What is the Offering?

The offering is the scheduled date, time and location for the course or for self-studies, the scheduled date(s) for reporting participants.

For courses with just one offering, the provider must fill in the start and end date(s) and location (if applicable) of the one time the course will be offered in Section VII of the Course and Offering Registration Form. ASHA CE will assign offering number -001.

For courses that will be offered more than one time during a calendar year, the provider must fill in the start and end date(s) and location (if applicable) for each date the course will be offered. ASHA CE will assign the offering numbers, i.e., -001, -002, -003. All offerings consist of the following items on the Course and Offering Registration Form. View Course Offerings from the updated CEA Tutorial.

Use Section VII on the Course and Offering Registration Form [PDF] to register offerings with your initial course registration materials.

Use either the Web Form for Adding Offerings or the Additional Offerings List [PDF] to register additional offerings after the initial course registration materials have been submitted.

Vol3_issue1_b.jpg

What Attachments Are Required for Registration with the New Form?

While the new Course and Offering Registration form is longer, there is less paperwork because we are asking for fewer additional documents. You no longer need to attach speaker bios, assessment forms, evaluation forms or attendance forms!

Here is a breakdown of what is now required:

Registration for a group course (i.e. workshop, conference, convention, etc.)

  • New registration form—with all questions answered.
  • Promotional piece with Brand Block and CEU sentence
  • List of Learning Outcomes for the course (if this is in the promotional piece, you can just attach that only.)
  • Time-ordered agenda

Registration for a live to self-study course

  • New registration form—with all questions answered. (Be sure to check the learning experience box "Individual" and the box "Recorded version of a live course (live to self)" and provide the live course number)
  • Promotional piece with Brand Block and CEU sentence
  • List of Learning Outcomes for the course (if this is in the promotional piece, you can just attach that only.)
  • Time-ordered agenda
  • Self-study product information sheet

Registration for a new self- study with peer reviews and pilot study (if applicable)

  • New registration form—with all questions answered.
  • Promotional piece with Brand Block and CEU sentence
  • List of Learning Outcomes for the course
  • Pilot Study Report Form (if applicable) or time ordered agenda with run time information
  • Self-Study Product Information Form
  • 2 Peer Reviewer Response Forms
  • 2 Peer Reviewer Credentials Forms
  • 1 Response to Peer Reviewer's Comments Form

Registration for a self-study journal with editorial review board

  • New registration form—with all questions answered, including the formula from your initial pilot study and word count for this issue
  • Promotional piece with Brand Block and CEU sentence
  • List of Learning Outcomes for the course
  • List of articles for this issue
  • Self-Study Product Information Form
  • List of editorial review board members and date they accepted all the articles for publication

Intersections is developed and written by:
Karen Cohen, Clay Colbert-Dorsey, Joan Oberlin, and Carol Williams

Intersections is published by:
ASHA Continuing Education staff with the assistance of a volunteer advisory panel of ASHA Approved CE Providers:
Susan Almon Mantangos (Aegis Therapies, Inc.), Cory Parodayco (Career Improvement & Advancement Opportunities), Jeanane Ferre (ASHA Special Interest Divisions Audiology Coordinating Committee) and Mark Witkind (Center for Bilingual Speech and Language Disorders).

Managing Editor: Ellen Fagan

Continuing Education Board Members:
Pauline Mashima (chair), Kirstin Chiasson, Twhanna Green, Sherri Lovelace, Pamela Jackson, Valeria Matlock, Theresa Rodgers, Mona Ryan, Mary Ruth Sizer, Allan Diefendorf (monitoring vice-president), Jennifer Watson (monitoring vice-president) and Ellen Fagan (ex officio)

Want to read past issues of Intersections? Visit the Intersections archive to see what you missed!

Share This Page

Print This Page