University of Minnesota Duluth
Department of Communication Sciences and Disorders

Internship Preceptor’s Handbook

Updated: February 2025

About this handbook

The Internship Preceptor’s Handbook is a guide for speech-language pathologists who provide clinical supervision to student interns  from the UMD CSD Department.  The department is grateful to preceptors for sharing their time and expertise to educate the next generation of speech-language pathologists.

Please direct any questions of comments to:

Ashley Weber,Director of Externships

UMD Department of Communication Sciences and Disorders

193 Chester Park

31 West College Street

Duluth, MN  55812

218-726-7992

ashleyw@d.umn.edu 

CSD Department website:  www.d.umn.edu/csd 

TABLE OF CONTENTS

1. Standards and Outcomes of Clinical Internships

1.1 Graduate Student Learning Outcomes (GSLOs)
1.2 ASHA Certification Standards
1.3 Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA)

2. Internship Placements
   2.1 Types of Off-Campus Internships: part-time, full-time
   2.2 The Student Intern: preparation, expectations

2.3 Factors Influencing Internship Placements

2.4 University Instructors

3. Preceptors and Clinical Education

3.1 Preceptor Qualifications

3.2 Preceptor Responsibilities

3.3 Amount of Clinical Supervision

3.4 Documenting Clinical Performance

3.5 Student Absences

4. FAQs: Clinical Supervision Frequently Asked Questions (FAQs)
5. Appendix
   CALIPSO quick reference snapshots

5.1.1 Preceptor Registration

5.1.3 Clinical Performance Rating

5.1.4 Preceptor Feedback

5.2    Suggested Internship Timelines - Part Time Internship

5.3    Suggested Internship Timeline - Full Time Internship 

As required by Title IX, the University does not discriminate on the basis of sex in any of its education programs or activities, including in admissions and employment.  Inquiries about the application of Title IX can be directed to the University’s Title IX Coordinators or to the U.S. Department of Education, Office of Civil Rights.  Please see the University of Minnesota’s Title IX Statement and the University’s policy for information about: (1) how to contact the Title IX Coordinators on the University’s campuses; (2) how to report or file a formal complaint of sexual harassment, gender-based harassment, sexual assault, stalking or relationship violence; and (3) the University’s procedures for responding to reports and formal complaints.

1. Standards and Outcomes of Clinical Internships

The purpose of off-campus clinical experiences is to provide students with opportunities to establish a breadth and 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. Off-campus internships offer students the opportunity to expand and integrate knowledge and skills for clinical practice under the guidance of experienced speech-language pathologist. In addition, off-campus internships provide experiences that are not possible through a university clinic.

As part of their clinical education, students complete internships under the supervision of ASHA-Certified professionals across a variety of practice settings.  Clinical Education courses address the following ASHA Certification Standards (2014) and Graduate Program Learning Outcomes.

1.1 Graduate Student Learning Outcomes

Students completing the CSD Graduate Program address graduate student learning outcomes (GSLOs) that align with five primary learning goal categories of the UMD Graduate School.   The  CSD GSLOs were created by the CSD Department and align with  ASHA Certification Standards.

Many of the GSLOs are addressed in clinical education. As a preceptor, you are helping students earn their master’s degree by addressing the following GSLOs through their internship courses:

1.2 Certificate of Clinical Competence

Students who complete our CAA-accredited program meet standards related to the degree, in partial completion of earning eventual ASHA certification.   As part of their clinical education, we provide opportunities for students to meet numerous certification standards (2020).  

ASHA: Knowledge and Skills

Off-campus internships afford students the opportunity to build on the foundational skills they developed during their first year at the university clinic.  

• Off-campus internships provide a variety of clinical experiences needed to sufficiently develop skills in evaluation, intervention, and interactions and personal qualities (V-B).  
• These experiences include opportunities to work with a diverse group of clients across the lifespan (V-F).
• In clinical education, you teach and assess the student's  knowledge of basic communication and swallowing processes (IV-B) as well as knowledge of communication and swallowing disorders and differences (IV-C) across the "Big 9" areas.
• The student must demonstrate knowledge of prevention, assessment, and intervention of communication and swallowing disorders (V-B).  
• You also help students learn ethical conduct (IV-E), apply research principles to evidence-based practice (IV-F), and recognize and address professional issues (IV-G).
• Students develop their clinical writing skills and oral communication skills under your guidance (V-A).

ASHA: Clock Hours

Our students begin to accrue clock hours needed to reach the minimum 400 across the Big 9 areas(V-C, V-D).  As part of this experience, students need 25 guided observation hours across various settings.  Students will ask for your help in finding experiences to address areas in which they have limited or no experience.  

ASHA: Supervision

The university program is responsible for obtaining and maintaining documentation that all preceptors working with a student meet ASHA standards of supervision.   ASHA certification standards (2020) include the following qualifications for providing student supervision:

• Supervising SLPs must hold a current ASHA CCC in the appropriate profession (V-E) for the duration of the internship.
• Supervising SLPs must  have a minimum of 2 hours of professional development in supervision prior to working with the student. FREE online CE in supervision is available. Contact the CSD Department for more information.  
• Supervising SLPs must have at least nine months of professional experience post-certification.
• Supervising SLPs must also hold the state-required credentials for their practice setting.  

ASHA certification standards also state that the amount of supervision must be commensurate with the needs and abilities of the student and must ensure the welfare of the client.  The minimum amount of supervision is 25% per ASHA. In practice, supervision tends to be much higher for a number of reasons, including student needs, client needs, and facility policies (V-E).

More information on certification and certification standards is available from ASHA.

1.3 Council on Academic Accreditation in Audiology and Speech-Language Pathology

The UMD CSD Graduate Program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association.  As an accredited program, the administration of clinical education is governed by the CAA standards.  

2. Internship Placements

2.1 Types of Off-Campus Internships

The department offers part-time and full-time off-campus internship courses. Placements are selected to give the student a breadth and depth of experiences.

Off-Campus Part-Time Internship

Purpose: Provides the student with their first off-campus clinical education experience in either a medical or education setting.

Courses:

• CSD 8597 Part-time CSD Off-campus Graduate Internship

Time:  Students average 20 hours per week on site over the course of the  semester.  

Student Qualifications:  The CSD graduate student must have successfully completed two successful on-campus internships for a minimum of 4 credits. The student must have successfully completed all formal interventions.

Off-Campus Full-Time Internship

Purpose: Provides the student with an intensive learning experience  in clinical practice under the guidance of an ASHA-certified speech-language pathologist, either in a medical or education setting.  It is designed to allow the student to fully immerse themselves in the clinical education experience. This likely will be the student's first experience in this type of setting, and preceptors will need to provide adequate support for student learning even at this advanced stage of education.

Courses:

• CSD 8797 Full-time CSD Off-campus Graduate Internship

Time: Full-time, 32-40 hours per week, for a duration of 12 weeks (if hours are towards 32 a week an additional week may be added to ensure the same amount of total hours for equal opportunities for the students).

Student Qualifications: In order to qualify for this placement, the student must have successfully completed an off-campus part-time internship. The student must have successfully completed all interventions.

2.2 The Student Intern

Prerequisites for Off-Campus Internships

To qualify for off-campus internship courses, students must meet the following requirements:

• Graduate student in UMD CSD Program
• Successful completion all academic courses in the program up to the time of the internship
• Successful resolution of any learning intervention plans
• Successful completion of CSD 8397 and CSD 8497 on-campus internships
• In the case of full-time placements, successful completion of CSD 8597 part-time off-campus internships

Academic Preparation

The academic requirements for the graduate degree in speech-language pathology from UMD meet the rigors of the U of M Graduate School and either meet or exceed ASHA certification requirements.  

You are encouraged to talk with the student at the start of their internship regarding their academic preparation. It can help to review their syllabi or discuss course content so you can determine the amount of support or independence the student may need in your setting. A full list of CSD MA degree requirements is available from the UMD Course Catalog.

First Year: Students complete the majority of their academic courses in their first year, prior to participating in off-campus internships. In addition to participating in on-campus internships, students complete coursework in the following areas during the first year:

Second Year: In their second year, students’ academic preparation continues, even as they transition to more demanding internships.  

Entire Gradutate Course Sequence:

• Second Year Plan B,  Fall and Spring: The University of Minnesota Graduate School requires that students complete a Plan A or Plan B project. This is the “final examination requirement” for the graduate degree. Throughout their second year in the program, students are working on their Plan B projects.  The program and the student want to minimize any Plan B-related disruptions to you and your clients. If a student needs to be on campus for Plan B responsibilities, we will work with you to make arrangements and make up any time as needed.

Clinical Preparation

The purpose of clinical education in the first year of graduate school is to help students establish base foundational skills in evaluation, intervention, and interactions and personal qualities.  On-campus internships introduce the student to clinical skills, and they will build on these skills during their off-campus internships in the second year of their education.   Clinical experience in the first year comes in two types:

• Internships: During the first year, students complete two internships through the university clinic They typically have 3 or 4 assignments during each semester, and accrue around 125 clock hours across a few disorder/difference areas.  
• Alternative Clinical Experiences: In addition to direct clinic experiences, students earn Alternative Clinical Experience/simulation clock hours as approved by ASHA, from simulated experiences through their academic courses.  When a student says they have experience in an area, it can help to question them about the types of clinical experiences they have. It may be that their experience is from a simulation.

Basic Expectations of Student Interns

By accepting the off-campus placement, the student accepts the responsibilities as a student intern in the assigned setting. Basic expectations include the following:

2.3 Factors Influencing Internship Placements

A number of factors influence the arrangement of an internship for a student in the CSD program.  A few of these factors are as follows:

Student Education Needs: ASHA Certification Standards require that a student have a breadth and depth of clinical experiences to prepare him or her for entry into clinical practice.  Students in the CSD Department typically have on internship working with an adult population and one internship focusing on work children.

Affiliation Agreements:  Students are placed in sites only when a current affiliation agreement is in place.  The contract delineates the roles and responsibilities of the site, the site preceptor, 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.

Site Availability:  Internships are in high demand and the CSD Department appreciates that a site may not be available at the requested time.  The department also appreciates that a preceptor may need a break from the demands of taking interns.  

Preceptor Qualifications:  Preceptors are volunteers who accept the responsibility to participate in a student's education.  As practicing professionals, preceptors give instruction and provide experience to a student.  Preceptors play a vital role in the overall education of students.  Per ASHA certification standards (2020) must meet the following qualifications for providing student supervision:

• hold a current ASHA CCC in the appropriate profession (V-E) for the duration of the internship.
• Have completed a minimum of 2 hours of professional development in supervision prior to working with the student.
• have at least nine months of professional experience post-certification.
• hold the state-required credentials for their practice setting.  
• Be willing to provide at the amount of supervision commensurate with the needs and abilities of the student and must ensure the welfare of the client, and at least 25% of the intern’s contact time.

2.4 University Director of Externships and Clinical Instructor/Clinical Laisions

The Director of Externships oversees the entire placement process and works directly with the clinical liaisons and students. As a preceptor, you can maintain a direct line of communication with your assigned clinical liaison and/or the Director of Externships. Our university supports an open-door policy to ensure we meet the needs of both our students and preceptors in a timely manner.

Internship courses have assigned instructors/clinical liasions who are responsible for the management of their students in off-campus course and act as instructors between the university program and the internship preceptor.  

The university instructor/clinical liaision works with the students and internship site preceptors to provide support and structure to the clinical internship. The instructor is the first contact for any questions or concerns about an internship, and will collaborate with students and preceptors to resolve issues as they arise in the internship, however if you feel you need to contact the director or externships that is appropriate as well.

Instructor Contact During the Internship

The university instructor will contact you and the student periodically throughout the internship in order to assess the student’s progress and offer support as needed. The instructor also welcomes the opportunity to come to your practice site to learn about the clinical education experience you offer and to discuss ways to collaborate for supporting the internship.

Phone Contact

• Before the placement: Prior to the internship, the university clinic director will have arranged an internship and completed an affiliation agreement with your organization.  The university instructor will send you a letter before the placement begins.  The letter includes key dates of the placement and information regarding the internship.

• Once the placement starts: The instructor will check in with you after the first 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 instructor will contact you for an update on the intern's performance and to answer any questions or address any concerns you may have.  The instructor will follow up as needed.

• End of the experience:  The instructor will calculate the student's final grade and submit it to the Registrar. Please submit the student's grade by the requested due date so there is not a delay in submitting the student's grade.  The instructor also will send surveys to the intern and to the off-campus preceptor, requesting feedback on the experience.  This information is valuable for improving the program, and we appreciate the time students and preceptors take to complete the surveys.

Site visits

The university instructor and director of externships appreciates the opportunity to visit the off-campus sites during a student's placement, if time and funding permit.   If you are willing to have the instructor come for a site visit, please confirm this before the mid-term of the placement. The site instructor will make arrangements with you. There are circumstances that may prevent a site visit from being scheduled. In those cases, the instructor will work with you to explore alternatives for providing support.  

A site visit offers many opportunities to enhance the clinical education experience for the intern and the preceptor.

3. Preceptors and Clinical Education

3.1 Preceptor Qualifications

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 Preceptors who meet the following criteria:

• Experience: Preceptors are preferred to have three or more years' experience as speech-language pathologists. ASHA (2020 CFCC) requires that preceptors have a minimum of 9 months full-time practice experience post-acquisition of their CCC.

• CCCs: Preceptors must have a current ASHA Certificate of Clinical Competence; CCCs must cover the entire time frame of the placement. The university instructor will verify  current CCCs for the CSD Department's records.

• State Credentials:  Preceptors must hold state credentials as required for practicing speech-language pathology in their work setting. These credentials vary by state and by setting. These credentials must cover the entire time frame of the placement. The university instructor will request a copy of current credentials for the CSD Department's records.

• Commitment to clinical supervision and student education: Preceptors 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.  

• Continuing education in clinical supervision (ASHA CFCC 2020):  Prior to providing supervision to students, preceptors must complete a minimum of two hours of continuing education in supervision after earning their CCC.  Links to clinical supervision resources and continuing education are available on the Preceptor Information CSD website.

3.2 Preceptor Responsibilities

 The CSD Department works with preceptors to meet the following responsibilities:

• Current education and competence in clinical supervision: The CSD Program provides resources, continuing education, and consultation to support the preceptor in clinical supervision knowledge and skills.  Preceptors are encouraged to use the resources on ASHA’s Web site regarding supervision of students.
• Completed CE in Supervision on file with the CSD Department: Preceptors are asked to verify completion of two hours of CE in supervision on through their ASHA account. Preceptors also are asked to send Supervision CE certficatesi to the CSD Department.
• Current credentials on file with the CSD Department:   As a CAA-accredited program the CSD Department must confirm the preceptor holds current practice credentials for the internship. The program uses ASHA’s on-line verification process and, if possible, on-line state credential look-up system. If needed, the program may  contact preceptors for copies of current ASHA CCCs and state credentials.

For the student’s hours to count toward ASHA certification, the preceptor must have current ASHA CCCs and state credentials on file with the CSD Department. CCCs and state credentials must be current for the entirety of the internship. If student has more than one preceptor or if another SLP “fills in” to supervise a student, that professional’s credentials also must be on file with the department.

• Confidentiality: 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.

• Registration in CALIPSO: The CSD Department uses CALIPSO for tracking clock hours and clinical performance.  Preceptors will be provided a PIN to register in the system.  There is no fee for registering in the system.
• Clock Hours Documentation (CALIPSO Web-Based):

• Clock Hours: Preceptors work with the university to register in CALIPSO, a Web-based system for tracking clock hours and internship performance.  and establish an account. Interns will be recording their daily clock hours in the CALIPSO and submit their time to the preceptor for approval.  Preceptors are asked to log in weekly, record the percentage of time supervised, and approve the time.  Help documents are available in CALIPSO or from the CSD Department.

• Performance  Evaluation: (CALIPSO Web-Based)

• Mid-Semester performance evaluation: At mid-term of the internship, please complete the Clinical Performance Evaluation in CALIPSO and review the assessment with the student.  
• Final grade: At the end of the internship, submit a final Clinical Performance Evaluation in CALIPSO and review the  final assessment with the student.

• Presence and Time Commitment:  The preceptorship time commitment is well defined and intensive, and the outcomes are clearly stated as part of the internship course developed by the CSD Department.

• Supervise no less than 25% of a session. Preceptors 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 preceptor who meets ASHA qualifications for supervision who will assume supervision duties for you.  Students cannot be used for coverage.
• Feedback and teaching: Students are learning how to practice, and will benefit from your knowledge and skills in teaching them how to practice.  In addition to supervised clock hours, ASHA requires guided observation hours with documented evidence that the SLP has helped the student learn from what they observed.  To support you in developing knowledge and skills for teaching, please consider completing the free continuing education in supervision beyond the minimum 2 hours required by ASHA.
• Weekly meetings with the Intern: As this is a learning experience for the intern, please schedule a time to meet with your intern each week to talk about clients’ 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.

3.3 Amount of Clinical Supervision

The CSD Department anticipates that each student will move along a continuum of supervision throughout the program, and that their progression is not necessarily linear, as each setting and caseload is unique.  In their second year, graduate students typically require 100% supervision in the initial stages of their off-campus internships.  Students generally require less direct guidance toward the latter part of their off-campus internship for more familiar cases, but may continue to need more guidance for new or more complex cases.

The CSD program adheres to the standards of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA) when setting expectations for providing clinical supervision to student interns.  The intent of these standards is to ensure that graduates of accredited programs are educated in a core set of knowledge and skills required to enter professional practice in speech-language pathology and qualify for state and national credentials.  

Determining Supervision: Student Needs

CAA Standard 3.5A states that clinical supervision "must be commensurate with the clinical knowledge and skills of each student, and clinical procedures ensure that the welfare of each person served by students is protected, in accord with recognized standards of ethical practice and relevant federal and state regulations."  Determination of amount of supervision is based on numerous factors to include:

• Coursework completed
• Past clinical education experience and proficiency
• Number of earned clock hours: overall and related to the particular case
• Complexity of the client’s communication disorder
• Student’s experience with clients who have similar disorders
• Facility policies

Determining Supervision: ASHA Standards

ASHA has set the following standards regarding provision of supervision:

• Direct supervision must be on site and in real time. Students should be able to contact preceptors at all times when needed during their scheduled time on site. Telesupervision is not acceptable for students.
• The preceptor must be available to consult with a student providing clinical services to the preceptor's client. Supervision of clinical practicum is intended to provide guidance and feedback and to facilitate the student's acquisition of essential clinical skills.
• A minimum of 25% of the student’s time with the client must be supervised, and should be adjusted upward whenever the student's level of knowledge, skills, and experience warrants. Preceptors are to use their clinical judgment to provide as much supervision they believe the student needs, for the welfare of the student and the client.

Determining Supervision: Clock Hours and Countable Time

During their internships, students earn clock hours required for their own eventual certification.  These clock hours must be earned as part of completion of their degree in an accredited program.

Only countable time may be put toward the required 375 clock hours and 25 observation hours needed as the minimum certification requirement.  "ASHA countable time" is defined in the following way: Any time that a supervised student engages in what a speech-language pathologist or an audiologist would be doing in a given clinical setting, with specific exceptions as noted below, is considered "ASHA countable time."

Guidelines for countable time and exceptions:

Determining Supervision: Internship Oversight

In addition to direct supervision of sessions, clinical preceptors are the guides for helping interns navigate their internship.  To this end, clinical preceptors spend additional time conferencing with students, working with students on documentation,  approving clock hours, and submitting grades at the end of the internship.

Weekly Meetings: The purpose of weekly meetings is to help students develop their own clinical skills as well as help students plan for their upcoming client sessions. preceptors also make themselves available at other times during the week, to assist students as questions or issues arise.

Clinical Documentation: Clinical preceptors tend to set aside additional time to assist students with the development of their clinical writing skills.   Depending on the setting, documentation may include diagnostic reports, treatment/care/education plans, encounter notes, professional correspondence, and treatment summaries, as well as charting in the client's record.  

Internship Management: Preceptors set aside time each week to review, correct, and approve clock hours submitted by the student. Preceptors also review progress with students and submit formal feedback of performance at midterm and at the end of the internship.

3.4 Documenting Clinical Performance

Preceptors formally document student performance at the mid-term and at the end of a clinical placement.  As a student progresses through the clinical experience, it is expected that their level of independence will increase.  

The CSD Program uses CALIPSO, a web-based system for tracking students’ progress toward 2020 ASHA certification standards.  CALIPSO includes an online clinical performance evaluation.   Preceptors should receive a CALIPSO Supervisor Manual from the department.  Preceptors may contact the Ashley Weber, Director of Off-Campus Externships, with questions or to receive a CALIPSO manual: ashleyw@d.umn.edu

The CALIPSO Clinical Performance Evaluation divides skills into three categories.

• Evaluation Skills
• Treatment Skills
• Preparedness, Interaction, and Personal Qualities

A student's proficiency in clinical performance is determined in part by the average rating of performance in each of these categories in the final clinical performance evaluation.

The midterm is an important part of formative assessment of the student’s progress at the internship. Midterms document students’ strengths and areas for improvement, and help inform decisions for the second part of the internship. Midterm performance evaluations do not count as part of the student’s final grade in the course.

The final clinical performance evaluation counts toward the student’s final grade and are added to a cumulative competency rating in CALIPSO.

Rating students as STUDENTS, not as seasoned  practitioners.

Every practice  setting is demanding, and as preceptors,  you have specialized  knowledge,  skills and experience beyond the basic entry-level  performance.  You completed clinical fellowships after graduating with your master’s  degree  that edged you  closer  to  independent  practitioners. You have earned the CCC and you have practice experience.  You are a seasoned professional, and your knowledge and skills extend well beyond the reach of a graduate student. You are there to help them get closer, but in all fairness, professional growth will take more time than that of an internship.  It can help to keep this in mind as we  provide feedback and assess  a student’s performance.  

We avoid  rating the  student’s performance  in  comparison to a seasoned professional. Rather, we are rating the student’s performance relative to the basic level needed to enter a clinical fellowship, which is the next step in lifelong learning.  If you have questions about providing a fair clinical performance evaluation, please contact the university instructor  for support.   We  are here  to help.

Clinical Performance Rating Scale:

The basic CALIPSO rating scale is outlined below. Preceptors may assign whole-number ratings or use quarter-point increments (e.g., 3.25, 3.50, 3.75). A more detailed descriptor list follows the basic scale and may be used to support and refine grading decisions, as needed. We encourage students to strive for a grade of 4 or higher.

5 — Consistent Independent Performance
Clinical tasks are performed independently, safely, consistently, and efficiently across sessions without supervisory cues. The student independently self-monitors and self-corrects in real time, generalizes skills across clients and contexts, and demonstrates sound clinical judgment. Documentation is accurate, timely, and completed independently. Supervisory input is confirmatory only and not required to maintain clinical flow or safety.

4 — Adequate Independent Performance (Refinement Ongoing)
Clinical tasks are performed independently in most situations with consistency and safety. The student may require occasional feedback for refinement, efficiency, or complex or novel tasks, but does not require real-time intervention to maintain appropriate service delivery. Self- monitoring and carryover are generally present, though not yet fully consistent across all contexts.

3 — Modified Independent Performance (Structured Supports)
Clinical tasks are completed successfully with structured supports (e.g., protocols, templates, established routines). The student demonstrates modified independence but relies on external structure and periodic feedback to maintain accuracy, efficiency, or judgment. Real-time supervisory intervention is not typically required. Carryover of feedback is variable across sessions, and generalization across contexts is emerging.

2 — Emerging Performance (Frequent Support Required)
Clinical skills are emerging but inconsistent or incomplete. The student requires frequent supervisory cues, modeling, or correction to maintain appropriate service delivery. Errors are not consistently identified or corrected independently. Carryover of feedback across sessions is limited. Clinical flow and documentation are frequently impacted by performance limitations.

1 — Not Evident / Total Assistance Required
Clinical knowledge and/or skills are not evident most of the time. The student requires continuous or near-continuous supervision and direction to ensure safety, ethical practice, and effective service delivery. Independent performance is minimal or absent. Clinical flow is significantly disrupted, and documentation is largely supervisor-directed.

A detailed description of composite grades to averaged scores is listed below.

*Grades of B– or lower and/or instructor concern of intern performance will result in initiation of Formal Intervention Procedures.  Contact the university instructor for assistance.

Documenting Clinical Performance with CALIPSO

Complete and document a formal evaluation of your intern’s progress at midterm and at the end of the internship. Use the CALIPSO online Clinical Performance Evaluation for this purpose.

1. Midterm:

1. Complete CALIPSO Clinical Performance Evaluation:
   Using the instructions in the CALIPSO Supervisor Manual, fill in the grading protocol. The  program automatically calculates and assigns a summative rating.  Consider using decimals rather than whole numbers to make your ratings more sensitive to the student’s changes in performance.           
2. Review and provide feedback to the intern at midterm and at the end of placement.  Provide information on strengths and areas for growth.  Talk with the intern about setting personal goals for improving clinical performance.         

2. Final:

1. Update CALIPSO Clinical Performance Evaluation.
2. Review and submit “final”: At the end of the internship, review your feedback with the intern.  Click “final” grade at the bottom of the evaluation, confirm that you reviewed it with the student, and save the document. Your electronic feedback automatically is saved and made available to the university.

3.5 Student Absences and Education Release Days:

Students are expected to be at their internship on scheduled days.  As instructors of the internship courses, any variation in the student’s internship must be coordinated with the university liaison.  

University-approved absences include subpoenas, jury duty, military duty, religious observances, illness, and bereavement.

Student interns completing full-time placements are permitted THREE (3) additional education release days away from their internship, as approved by the CSD

Department.  This option is not available to students completing part-time internships.  These education release days for students completing full-time internships are intended for education-related activities such as attending continuing education events or completing their oral examinations at the university.

It is not acceptable for a student to take frequent time off for job interviews or to take time off for a vacation.

4. Clinical Supervision Frequently Asked Questions

4.1 What does  it mean for a student to have increased proficiency in clinical performance?

As a student demonstrates increased proficiency, this means they are being proactive in getting what they need to help their clients; they are seeking out the resources and the professional support from their course instructor to provide the best service to their client.

As a student intern gains experience, the expectation is that they will increase their independence in case management.  Sometimes students confuse the expectation of increased independence and proficiency with the definition of increased “isolation”.  Proficiency is not about "going it alone".  Interns who do not consult with their clinic preceptors are NOT demonstrating independence; instead, they are isolating themselves and not using proactive problem solving in seeking out the expert support in the program.

Interns are NOT expected to manage their caseload in isolation and to the exclusion of their preceptor; rather, interns are to demonstrate increased independence in initiating collaboration and coordination of client care.  

4.2 Do I need special training to be a preceptor?         

ASHA requires that you complete a minimum of two hours of continuing education in supervision prior to supervising an intern.  Resources for free CE are available through the university program and through ASHA.  Contact the university instructor for additional resources.

In order to provide quality clinical supervision, speech-language pathologists who accept  interns are expected to establish and maintain competence in supervision.  ASHA has numerous resources on supervision to help you.   Go  to the ASHA Web site at http://www.asha.org/slp/supervision.htm .

Preceptors are required to have a current ASHA Certificate of Clinical Competence and  hold current state credentials for  their work setting as required.  It is desirable that the preceptor has at least three years of clinical experience before taking a student intern.         

4.3 How are off-campus clinical education  placements made?                 

Students are  required to get a breadth and depth of clinical experiences over the course of  their graduate education.  Students strive to accrue experiences with clients of various ages with varying social/cultural backgrounds, with needs across the “Big Nine” CSD categories: speech sound production, voice/resonance,  fluency/fluency disorders, receptive/expressive language, social communication, cognitive communication, swallowing/feeding, modalities, and hearing.   To do this, students typically complete off-campus placements  in one medical setting and in one education setting.         

The university instructor meets with graduate students during their first semester of graduate school to begin the off-campus placement process.  Students’ preferences are considered in the process, but the focus must stay on getting a breadth of clinical education experiences.  Students do have  opportunities to complete full-time externships in other cities if the placement meets their education needs, if the department considers the placement request appropriate, if the site accepts the student, if an affiliation  agreement can be put in place, and if there is a speech-language pathologist with their CCCs and state credentials who is available to take the student  during the time frame requested.          

4.4 How are preceptors selected?         

Each site has their own policies regarding how a preceptor is selected to take a student intern.  Please contact your  administrators to learn how the process works in your facility.  On occasion, an organization asks the university instructor to work directly with their speech-language pathologists to  arrange the placements.  More often, the university instructor works with the organization’s Human Resources  Department, the organization’s director or program administrator.  The administrator contacts their speech-language pathologists and then informs the university instructor who the preceptor will be for a given intern.

4.5 How do I volunteer to take a student?         

If you are  interested in taking graduate student interns from our program, thank you!!          Please check your organization’s policies on taking student interns and on arranging placements. Contact Ashley Weber, Director of Off-Campus Externships, for more information: ashleyw@d.umn.edu 

4.6 I am interested in taking an intern,  but the university program has not sent one.  What might explain that?         

Sometimes we  have speech-language pathologists at sites with incredible potential to offer a  rich educational experience, and no student interns get placed with them.  There could be a number of reasons a  student is not placed at the site.          

• Sometimes the site is unable to accommodate a student based on administrative decisions
• Sometimes the university and organization do not have an affiliation agreement.
• Sometimes students prefer to be placed in certain regions and will decline a  placement based on the region.

• Sometimes students need an experience in a different type of setting in order to round out their clinical education.

• Sometimes the time frame in which the site is available does not match the time frame needed for a placement.

• Sometimes the speech-language pathologist does not have their ASHA Certificate of Clinical Competence or requisite CE in supervision.

If you have questions about why a student has not been placed at your site, please contact the university instructor for off-campus placements.         

4.7 I have accepted a student.  How will I know when they are coming?  What are the dates of the  student’s placement?         

Typically, when the placement is finalized, the instructor will send a confirmation of the placement by email and/or postal mail.  As the internship starting dates nears, you will receive a letter in the mail with further details about the placement.  Most information and resources needed for the placement are available on the UMD CSD website.         

4.8 Can I interview the student or get a resume before the student begins?

Preceptors or organizations can require that a student participate in an interview and submit a resume or application for the internship. This  request should be made when the placement is first arranged.  

4.9 How much of the practicum do I need  to directly supervise?         

Preceptors must provide as much supervision as they determine the intern requires  in order to ensure the client receives quality service, and never less than 25%.  Supervision must be on site and in real time. Your facility, payers, and other regulating agencies may also have rules and regulations regarding the amount of supervision required.         

4.10 Do I have to be on-site when my  student is on-site?         

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 NOTallowed to provide therapy or diagnostic services unless there is another ASHA-Certified preceptor who will assume supervision duties for you.  Students cannot be used for coverage.

4.11 The intern has had coursework but has never had clients like the ones on my caseload.  Why is that the case?         

Over the course of their first year of graduate school, students are focused primarily on completing academic coursework in preparation for more intensive clinical education.  The university limits the number of credits a student can take in a given semester without paying additional fees.  The CSD Department respects this credit band in order to contain costs for the student and to maintain a realistic academic load for the student.

Students do have limited internships in the university clinic and some community sites in the first year, but they have had fewer than 10 different client assignments before starting their off-campus placements. Internships in the first year of graduate school are more demanding on the student because of the steep learning curve for first-time experiences. Students typically have accrued about 125- 150 clock hours before going off-campus for an internship.         

Off-campus  placements play a major role in students’ clinical education.  It is their opportunity to learn to “put it all together,” to apply academic and limited clinical knowledge and skills to a more comprehensive clinical education experience.   As students, they have a lot to  learn from off-campus preceptors and other professionals and clients in the  off-campus setting.  To learn more about supporting student learning, please go to the off-campus preceptor.        

4.12 My intern seems to prefer another setting.  Why were they sent here to work with me?         

The CSD graduate degree and ASHA Certification Standards both require a student to obtain a breadth and depth of clinical experiences.  In order to obtain their degree, students generally have off-campus placements that include one medical setting with adults and one school or pediatric clinic.   Students are encouraged to keep an open mind about working in various settings with clients who have a variety of communication impairments.  While some students may have a preference for a certain setting when going into a placement, they often expand their ideas of the types of settings in  which they would consider working.  Students often do not realize their options until they have more  experiences.         

Part of  the students’ learning is development of professional qualities, and preceptors have another opportunity to mentor students and provide feedback regarding their engagement with others in the workplace.  Preceptors are encouraged to help students further develop their professional interaction skills. If a student presents with behaviors are concerning or disruptive to the workplace, preceptors should immediately contact the university instructor.

4.13 Can I electronically submit ratings of student performance?                 

Yes! The CSD Department has transitioned to a web-based feedback system called CALIPSO.  You will be sent instructions for using CALIPSO prior to the start of the internship. Additional resources are in the appendix of this handbook.  If you have further question about using CALIPSO, please contact Ashley Weber, Director of Off-Campus Externships: ashleyw@d.umn.edu                   

4.14 Who do I contact if I have concerns about my intern’s performance?         

The university instructor is your contact for any questions or concerns regarding the  internship or the intern.                         

4.15 How can I provide feedback to the program?         

The Department of Communication Sciences and Disorders appreciates the feedback from off-campus preceptors.  Preceptors are welcome to contact the university instructor at any time to provide feedback.   The CSD Department  will send a survey to off-campus preceptors after the placement has ended, asking about the clinical education experience.  Returning this survey is another means of providing feedback.  Composite feedback from off-campus preceptors and from student interns  is shared with the Department of Communication Sciences and Disorders and with the CSD Community Advisory Committee, to foster continuing improvement in the undergraduate and graduate programs.

5. APPENDIX

5. 1 CALIPSO  Quick Guide for Preceptors

The following are quick views to help you navigate some features of CALIPSO.

Refer to the CALIPSO Supervisor Manual for full instructions.  

Please contact Ashley Weber, Director of Off-Campus Externships, for assistance: ashleyw@d.umn.edu 

5.1.1 Preceptor Registration

If you have registered for the UMD CSD CALIPSO in the past but you do cannot access the account, contact Ashley Weber to re-open your account. If you have registered with CALIPSO for another university program, you still need to set up an account with the UMD CSD CALIPSO.  Please see the following  the instructions for registration.

5.1.2 Clinical Performance Rating

5.1.3 Preceptor Feedback

5. 2 Sample Suggested Timeline for Part-Time Internship

Time on site: 20 hours per week for the duration of the internship.  

Direct client contact time: At least 50% of time onsite.

Clock Hours accrual: Students should target at least 100 clock hours of direct client contact over a diversity of experiences (clientele and disorder areas), in addition to learning about the setting and the professional demands of practice as a speech-language pathologist.

Tracking Progress: Students and preceptors are encouraged to refer often to the cumulative evaluation in CALIPSO, and seek out opportunities for your preceptor to assess all areas of your performance.

5.3 Sample Suggested Timeline for Full-Time Internship

Time on site: 40 hours per week for the duration of the internship.  

Direct client contact time: At least 50% of time onsite with direct client contact.

Clock Hours accrual: Students should target at least 125 clock hours of direct client contact over a diversity of experiences (clientele and disorder areas), in addition to learning about the setting and the professional demands of practice as a speech-language pathologist.

Tracking Progress: Students and preceptors are encouraged to refer often to the cumulative evaluation in CALIPSO, and seek out opportunities for your preceptor to assess all areas of your performance.