A Capstone Course in CSD:
Preparing Millennials for Success
Linda Murdock, Ph.D CCC-SLP
University of Montevallo
What should a capstone course do?
• Help students see the connection between
the courses; integrate the information
• Should be a unique learning experience
• Should be student-centered or studentdirected
• Should require command, analysis, and
synthesis of material
• Should help prepare students for the next step
Our department needed to create a capstone course
for our Seniors that would bridge the gap between the
undergraduate and graduate experiences.
Passive Learner
Active, Lifelong Learner
Goal is to make a
good grade
Goal is to learn what I
need to know to be a good
SLP/AUD
Professor is
responsible
I am responsible for
learning. I take ownership
of the process
I learn about disorders
I help people
Four Components
1. Knowledge of Self
Learn the skills and attributes that you have to offer
and that you can use to excel. Discover areas for
growth.
2. Counseling
An overarching skill to be used across disorders and across the
lifespan. Ties the courses together.
3. Bridge to Practice
Beginning to see themselves as SLPs or AuDs
4. Knowledge of the Profession
Move away from textbook knowledge toward knowledge
held by practicing SLPs/AuDs
Day 1
• You are an employee in CSD 464
• Attendance Policy:
• Because professionalism is a core concept in this course,
students are expected to approach this course like they
would a job. It is not acceptable to be late or to skip class
without a University approved excuse. Two unexcused
absences will be allowed without penalty. Beginning with
the third unexcused absences, 5 points will be taken off
the student’s final grade for each absence.
• Chronic tardiness will not be tolerated. Beginning with the
fourth late arrival, students will lose 5 points from their
final grade for each late arrival.
• These points are off the final grade, not the points total for
the class. For example, a student with a 93 average, with 3
unexcused absences will have an 88 as the final grade in
the class.
Course Requirements
• Journal entries -10-15 as assigned. Approximately 8-10 will be
evaluated with a rubric for 10 points each and the remaining entries will
receive up to 5 participation points for being on time and complete.
• Class Participation- Each student will be evaluated three times (12 pts
each) during the term for class participation with a rubric provided to
students. These evaluations are conducted at random and if a student is
absent without excuse on the day they are conducted they will receive a
zero.
• Leading a Discussion- each student or team of two students will put
together readings on an issue facing the profession. They will identify 5
discussion points/questions and lead a 20 minute discussion on the topic.
50 points
• Shadowing an SLP- Students will shadow an SLP/AuD for 5 hours and
write a reflection: 50 points. Students will schedule their own observations
of a CCC-SLP. Students are expected to show professionalism in scheduling
and observing. Grade penalties will be imposed for unprofessional
behavior.
• Attend a CEU event
1. Knowledge of Self
Purposes
• Purposes:
1.
Describe the characteristics of people from
different generations: Baby Boomers, Gen X’ers,
Millennials. Understand how we form expectations
and judgments based on these traits.
2.
Identify Helicopter Parenting and how it can be
problematic in adult life.
3.
Understand why constructive criticism is necessary
and why Millennials may not have practice
accepting it gracefully.
4.
Describe how multitasking is perceived by other
generations.
Student Reflection
• “I’m so glad you chose this book for us to
read. I have never really sat down and
thought about how my generation is
perceived. I found the book to be very
insightful. I did get quite offended by some of
the things I read, but it’s only because most of
it was true and I just did not want to hear it.”
Student Journal Entry
• “I think these people hit the nail on the head
about my generation. I agree with the negative
and positive characteristics these people believe
about us. We are ambitious, tech savvy, team
players, accepting of others, optimistic. We care
about environmental issues and politics, and we
value relationships. However, we are praise
seekers, job-hoppers, impatient, self-absorbed,
immoral, in need of guidance, and have no
common sense.”
Student Journal Entry
• “I like that this book offers insight into how my
generation views the world and some of our
traits. Some of these traits are good and some
are bad but I think it’s important to learn abut
all of them and check yourself for these
mindsets….It has already caused me to view
situations differently and step back and ask
myself if this is a millennial request or a
request that is really appropriate.”
How does this help them?
• Awareness that expectations are different and
sometimes we have to code-switch BEHAVIORS.
• Awareness that some of their behaviors might be
perceived as negative or offensive
• Awareness that others may have opinions about
Millennials that they may need to refute if they
want certain opportunities.
– E.g. “I’ll never hire someone from this generation
again.”
2. Counseling
Additional Content
• Students also completed self-assessment
surveys to learn their positive and negative
character traits and to identify what makes
them happy in life. These are activities they
can do with clients facing grief or adversity.
Purposes
1.
2.
3.
4.
Develop empathy. Think about the clients
as people, not just disorders.
Develop interpersonal communication
skills.
Learn how to help clients approach life
from a wellness perspective. Learn to see
what’s right instead of what’s wrong.
Learn counseling techniques and how to
react during emotional moments.
Student Reflections
• “I think if I had not realized the importance of
more than one expert, I would have lacked
many of the necessary skills for counseling.
It’s not that I don’t posses these skills, rather I
feel as though I would have been too caught
up in knowing everything, being right, and
having all the answers, that compassion,
empathy, and listening would have been
lacking in my approach with clients and their
families.”
Student Reflections
• “Families are not going to have an easy time accepting
a diagnosis and this is where our counseling skills come
in. This book was full of useful tips and things I had
never thought about having to do with families.”
• “ In the whirlwind of taking all of these courses, I
wasn’t conscious of the fact that these people have
feelings and emotions, and some have just gone
through something tragic. This class gave me the
confidence to be able to work with these people and
feel like I have something to offer them.”
3. Bridge to Practice
• Purposes:
• Begin to think of yourself as an employee and
practicing SLP/AUD rather than a student.
• Determine your conflict style and learn skills
for handling conflict and advocating in the
workplace.
3. Bridge to Practice
• 1. Conflict Resolution
• McShane, S. L., & Von Glinow, M. A. (2003).
Organizational Conflict and Negotiation. In
Organizational behavior: Emerging realities for the
workplace revolution (pp.384-413). New York, NY:
McGraw-Hill Irwin.
• 2. Shadow an SLP or AuD 5 hours
• 3. Attend a CEU event for 4.0 hours or
complete a professional advocacy project
such as a letter writing campaign
Journal Entry
• “Sometimes [with conflict] I either get defensive
too quickly or back off when I feel threatened by
someone, especially a supervisor or other adult
with more experience than I have. I hope to
focus more on collaborating with all parties and
end up in more win-win situations. I feel that I
have walked away from this assignment with a
better understanding of myself in conflict
situations and how to better handle them in the
future.”
Student Reflection
• This section [of the course] has taught me the
differences in conflict management styles so
that I can properly identify my tendencies in
conflict resolution and pinpoint the areas that
need work. Having these understandings will
be a huge advantage as I finish my education
and as I move forward as a professional and as
a person.”
Student Reflections
• “I’m so glad we were able to do this shadowing
experience. It was much different than watching
videos or watching therapy through clinic windows.”
• “ This class rejuvenated my spirit and brought back my
excitement about being an SLP. I loved the opportunity
to do live observations outside the UM clinic because it
gave us a glimpse of what the future may hold. This
has been one of the most different and interesting
classes I’ve taken as a CSD major, but overall everything
about the way this class was designed has been
beneficial in so many ways. “
4. Knowledge of the Profession
• Purpose: To move away from textbook
knowledge into the issues of the profession
• Teams of two identified articles (ASHA Leader)
regarding issues facing the profession. Teams
assembled a reading list and 5-6 questions or
talking points for class discussion. Teams led one
class meeting: 20 minutes for students to read
the materials and 30 minutes for discussion.
Classmates were assessed with a participation
rubric.
Topics
– Caseload Size
– Diversity in the Profession
– Bilingual Services
– Caps on Medicare/Reimbursement
– Lack of PhDs
– Supervision of SLP Assistants
– Telepractice and Distance Education
– Specialty Certifications
– Lack of EBP
– Shortage of Graduate Programs
– Productivity Requirements
3
2
1
0
Attention
Score ___
Actively supports,
engages and listens
to peers
Listens to
peers
Limited interaction.
Distracted by
devices/internet/other
mtrls
Disconnected-virtually
no interaction with
peers. Multiple
instances of distraction
Comprehension
Of Material
Score ___
Comments advance
the level and depth of
the dialogue
Makes relevant
comments
based on the assigned
material (without
being called upon)
Comments are
generally vague or
drawn from outside
the assigned material
Demonstrates a
noticeable lack of
interest in the material
Participation
Score___
Group dynamic & level
of discussion were
significantly
better because of the
student’s contribution
Student participated in
a meaningful way
Participation was at a
surface level
Group dynamic and
level of
discussion are harmed
by the student’s
contribution or student
did not contribute
Professionalism
& Preparation
Score ____
Arrives on time & fully
prepared
On time &
demonstrated some
preparation
Late and/or did not
demonstrate
preparation
Lack of professionalism
negatively impacted
the group
Student Reflections
• “Doing these readings and discussions really
opened my eyes up to so many different
issues we will have to face in our profession.”
• “The discussion groups were very
enlightening. It empowered us as students to
lead discussions that were engaging and to
understand the issues we will soon be facing
as professionals.”
Remember the goals we set for the course?
Passive Learner
Active, Lifelong Learner
Goal is to make a
good grade
Goal is to learn what I
need to know to be a good
SLP/AUD
Professor is
responsible
I am responsible for
learning. I take ownership
of the process
I learn about disorders
I help people
1. Move from a passive to an active,
lifelong learner
• “I love the creative way the class was set up, and it
made me really excited about learning.”
• “I appreciated the opportunity to contribute my
thoughts.”
2. Become responsible for learning.
Take ownership of the process
• “I liked the way it felt like we were teaching one
another rather than being taught by the professor.”
• “I used to question the preparedness of my
professors….then…I realized I HAVE TO GO TO GRAD
SCHOOL SOON. They are not going to hold my hand
and give me study guides and all that junk. They may
not tell us EXACTLY what is going to be on the test. I
have to rely on myself.”
3. Goal is to learn what I need to know
to be a good SLP/AUD
• “This course has prepared me to be a successful
graduate student and future SLP better than any other
course I’ve had a UM. Of course it didn’t teach me a
ton of new “textbook information” but it has instead
given me stronger professional skills, advice on
handling interpersonal issues, a better sense of how to
deal with conflict in a mature and efficient manner, a
somewhat painful (yet much-needed) understanding of
how our future employers may be predisposed to view
members of our generation, and a wonderful, deeper
bond with every member of our classroom.”
4. Develop the mindset that I treat
people, not disorders
• “I learned that we should always put the
patient first and that the most important thing
is to see them as people first, not just
patients.”
Ready for the next step…
• “Before this course I was afraid to let anyone
know how I was truly feeling or share my
opinion. I always made sure I pleased the
other person. Now I know how much that was
holding me back and how much it could
potentially hold back my future clients. For
the fist time ever, I feel like I can actually go to
graduate school and feel like I belong.”
Questions?
• murdocklc@montevallo.edu