Join Us as a Clinical Educator at
St. Bonaventure University
Partner with SBU to Prepare the Next Generation of Speech-Language Pathologists
Become a Clinical Educator
Support, Shape, and Inspire the Next Generation of SLPs
St. Bonaventure University invites you to join our mission to educate compassionate and highly skilled speech-language pathologists. As a clinical educator in our distance education (online) Master of Science in Speech-Language Pathology (MS-SLP) program, you will have a vital role in preparing students through mentorship, supervision, and hands-on learning.
Rooted in Franciscan values, our MS-SLP program prepares students to serve with excellence through a blend of rigorous academic coursework, simulations, mentorship, and in-person clinical experiences. We rely on dedicated clinical educators to help students bridge the gap between knowledge and practice.
About the Program
The online Master of Science in Speech-Language Pathology (MS-SLP) program at St. Bonaventure University is designed to reduce barriers to education and respond to the growing national demand for qualified SLP professionals.
Grounded in a Franciscan tradition that values care for the whole person, the program prepares students to deliver accessible, client-centered services, especially in underserved communities. Students are empowered to engage deeply with their education and enter the profession with purpose and compassion.
Through flexible coursework, immersive learning experiences, and a values-based approach, graduates emerge as culturally responsive clinicians equipped to serve, advocate, and make a lasting impact in the field of speech-language pathology.
What is a Clinical Educator?
At SBU, we use the term clinical educator instead of clinical supervisor to reflect the broader scope of this essential role. Clinical educators provide supervision, mentorship, feedback, and professional modeling that shape student clinicians into confident, ethical, and compassionate practitioners.
To serve as a clinical educator, you must meet the American Speech-Language-Hearing Association (ASHA) 2020 Certification Standard V-E:
- Hold current ASHA Certification (CCC-SLP)
- Have completed at least 9 months of full-time clinical practice post-certification
- Have completed at least 2 hours of professional development in supervision or clinical instruction after certification
You must also hold an active and unrestricted state license in the state(s) where you practice and maintain both licensure and CCC-SLP status while supervising students.
Check your status here: ASHA Certification Verification
What to Expect
Time Commitment
Students are typically placed for 15-week clinical rotations, with a formal evaluation at midterm and at the conclusion of the semester. During the clinical rotation, students are expected to which they must obtain 25–50 hours of direct client contact (depending on the site). The schedule is developed collaboratively between the student and clinical educator and is flexible to accommodate clinical site needs.
Evaluation Tools
Student progress is monitored through both real-time feedback and formal evaluations submitted through CALIPSO, the program’s clinical education platform.
Support and Resources
Clinical educators are provided with orientation materials, clear expectations, and ongoing access to a dedicated Director of Clinical Education for support throughout the experience.
What Are the Benefits of Becoming a Clinical Educator?
At St. Bonaventure University, we recognize that serving as a clinical educator is a significant contribution of time, energy, and expertise. Therefore, we are committed to providing meaningful and tangible benefits in return.
✓ Earn Free ASHA-Approved Continuing Education
SBU is an ASHA-approved continuing education provider, and clinical educators are eligible to receive complimentary access to CE courses as they become available. We view this as a way to support your professional growth while recognizing your investment in our students.
✓ Collaborate on Research and Scholarship
Clinical educators will have the opportunity to participate in research partnerships with SBU faculty, including scholarship of teaching and learning, clinical outcomes, and other projects that align with your interests.
✓ Professional Networking and Mentorship Opportunities
By partnering with SBU, you become part of a supportive academic community. You’ll have access to faculty development opportunities, mentorship from experienced educators, and professional networks within higher education and the broader SLP community.
✓ Access to Training and Resources
All clinical educators receive structured onboarding, access to clinical education materials, and support from our Director of Clinical Education throughout the student placement.
✓ Recognition and Documentation for Professional Advancement
We provide official documentation of your supervision experience, which can be used for licensure renewal, professional development records, or promotion/tenure packets if you’re also in academia.
Frequently Asked Questions
Who qualifies as a clinical educator?
A licensed, experienced SLP who meets ASHA’s supervision requirements and is committed to student learning and professional ethics.
Do I need a certain degree?
Yes. A master’s degree or higher in speech-language pathology, communication sciences and disorders, or a closely related field is required. Doctoral degrees in other areas (e.g., EdD or PhD) must be accompanied by a master’s in SLP/CSD.
What if I’m new to supervision?
That’s okay! Many resources are available, including e-learning courses through the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) to help you meet supervision training requirements.
What types of settings are appropriate for student placements?
Student clinicians may be placed in a wide range of settings, including outpatient clinics, private practices, schools, hospitals, long-term care facilities, and telepractice environments. Sites must offer adequate supervision and opportunities aligned with ASHA’s scope of practice and program objectives.
Do I need to work full-time to be a clinical educator?
No. You may supervise students in part-time or PRN roles, as long as your caseload and schedule support the required number of contact hours, and you are available to provide supervision and feedback during student-client interactions.
Can I supervise more than one student at a time?
Yes, depending on your setting and capacity. However, each student’s placement must allow for adequate supervision and opportunities to meet their individual learning goals. Please consult with our Director of Clinical Education to determine appropriateness.
What responsibilities will I have as a clinical educator?
You will guide students’ clinical development by modeling ethical practice, providing supervision and feedback, completing required evaluations, and collaborating with SBU faculty to support student growth and address any concerns.
Do I have to complete paperwork or grading?
You will complete performance evaluations through CALIPSO, our clinical education platform. SBU faculty will provide guidance and support, and the platform is user-friendly with training resources available.
Where can I learn more about supervision and clinical education requirements?
The American Speech-Language-Hearing Association (ASHA) provides detailed guidance on supervision standards, best practices, and professional responsibilities. For comprehensive information, visit ASHA’s Practice Portal page on Clinical Education and Supervision.
How do I get started?
Reach out to our Director of Clinical Education at sjones@sbu.edu to express interest. We’ll guide you through the steps, including a brief site assessment and collection of required documentation.
Curriculum Example
A detailed review of etiologies and characteristics of speech sound disorders including phonological process analysis, formal and informal assessment strategies, differential diagnosis, treatment planning, and selection of targets. The use of culturally responsive practices for a diverse society will be emphasized.
Principles and practices of diagnostic evaluations in speech-language pathology for individuals with suspected speech and/or language impairments. Students will practice taking case history information, development assessment plans, conducting evaluations, writing diagnostic reports, and developing treatment goals.
This course focuses on breadth of formal and informal diagnostic skills utilized in speech-language pathology. Virtual, simulated clinical practicum experiences will be supervised and debriefed by licensed, certified speech-language pathologists. Students will also gain introductory information related to the clinical practicum sequence and expectations across the M.S. SLP program. A minimum of 25 clinical clock hours will be gained in this course toward ASHA Certification requirements.
This virtual practicum focuses on foundational treatment skills useful across the scope of practice such developing goals, determining treatment targets, and using data to make treatment decisions. Virtual client cases will be supervised by licensed, certified speech-language pathologists who meet the ASHA supervision requirements. Students will gain a minimum of 25 clinical clock hours in this practicum experience.
The first of a two-part course sequence of dysphagia study designed to meet the breadth and depth of knowledge and skill required by the American Speech-Language Hearing Association for clinical practice in dysphagia. This course includes the study of normal swallow physiology, characteristics and etiologies of swallowing disorders. Students will be introduced to clinical and instrumental evaluation procedures across for children and adults.
Assessment, intervention, and service models for children with language disorders from preschool through adolescence. Federal laws and regulatory issues across practice settings will be discussed. Providing culturally sensitive, client and family-centered care within an interdisciplinary, collaborative environment will be emphasized.
The second of a two-part course sequence of dysphagia study designed to meet the breadth and depth of knowledge and skill required by the American Speech-Language Hearing Association for clinical practice in dysphagia. This course focuses on evidence-based evaluation and treatment of swallowing disorders across the lifespan. Interprofessional considerations will be discussed.
Students will develop knowledge and skills in identifying sources of research, critical evaluation of various research methodologies in speech-language pathology, and integration of research to improve efficacy and effectiveness of clinical practice.
Study of current theories and models of aphasia as applied to differential diagnosis, assessment, and rehabilitation from a clinical case perspective. Culturally responsive practices and interprofessional roles in case management are included.
This course focuses on the science and art of innovation in speech-language pathology. Students will use frameworks of innovation that integrate research evidence, creativity, and critical thinking to challenge their own assumptions and consider ways to strengthen the profession. All students complete a foundational knowledge module and then choose two additional modules to create an individualized elective that aligns with areas of professional interest.
The study of normal and abnormal processes of voice and resonance. Application of instrumental and perceptual evaluation strategies to assess vocal function. The functional, organic, neurogenic, and psychogenic etiologies will be explored in children and adults. Client-centered practices in treatment will be emphasized and counseling of individuals with laryngectomy and other pathologies will be addressed.
Examine communication and swallowing practices in evaluation and intervention within the context of a diverse society. Apply foundational information in cultural awareness to determine client differences versus client disorders.
This course provides a foundation in the science of stuttering, cluttering, and other fluency disorders. Etiologies, characteristics, assessment, and treatment of fluency disorders in children and adults will be included. Specific considerations in adolescents including counseling and interprofessional collaboration will be discussed.
This asynchronous course is designed to support in-depth learning in an area of special interest. With guidance from a faculty mentor, students choose an area of clinical or professional interest and develop a comprehensive review of past, present, and future clinical practice trends. Students will also develop a continuous learning professional development plan that includes exploration and identification of opportunities for additional professional development/credential in the selected area of interest.
The assessment and treatment of cognitive communication disorders through in-depth review of theoretical, neurological, and clinical perspectives. Right hemisphere dysfunction, traumatic brain injury, and neurodegenerative disorders of cognition will be covered. Ethical and culturally sensitive practices will be emphasized.
Applied clinical and practical issues related to assessment and treatment of individuals with complex communication needs who require augmentative or alternative communication strategies to meet communication needs. Emphasis on culturally appropriate, client-family centered care across the lifespan.
This course focuses on current issues that affect speech-language pathology. Instruction will include information about certification, specialty recognition, licensure, and other credentialing requirements across practice settings. Regulatory affairs and legal issues in educational, healthcare, and private practice settings will be included. Professional association memberships such as ASHA and state level associations will be discussed along with opportunities for advocacy to support continual improvement of the profession.
This course focuses on assessment and intervention of the mutually exclusive disorders of autism spectrum disorder and social communication disorder. Differential diagnosis and evidence-based assessment and treatment strategies will be discussed in relation to the role of the speech-language pathologist as part of an interprofessional team. Culturally appropriate, client/family-centered strategies that value diverse perspectives will be emphasized.
This course will explore the neurological bases, assessment, differential diagnosis, and treatment of motor speech disorders in adults and children. The course will introduce students to the principles of neuroplasticity and principles of motor learning. Contemporary issues and approaches to the rehabilitation and management of motor speech disorders will be emphasized.
Practicum placement in an educational, clinical, hospital, home health, hospice, private practice, early intervention, or other community site in which speech-language pathology services are provided and supervision by a licensed, certified speech-language pathologist is available. Each week, students meet in small groups with the Clinical Director for a weekly clinician meeting. This ensures consistent communication between the students and Clinical Director.
"I enjoy being a clinical educator because I love helping future SLPs connect the dots between theory and practice. At St. Bonaventure, our program is designed to support this connection—offering clinical educators the opportunity to mentor students in meaningful, hands-on ways that align with their academic learning. It’s incredibly rewarding to watch students grow as they begin to apply their knowledge with purpose and compassion."
Pam Hart, PhD, CCC-SLP
Program Director
Master of Science in Speech Language Pathology
