Event Calendar
Prev MonthPrev Month Next MonthNext Month
June 4, 2026 Webinar: Exploring Student Motivation in Speech-Language Pathology and Audiology Placements
Thursday, June 04, 2026, 7:00 PM - 9:00 PM EDT
Category: Webinars

Exploring Student Motivation in Speech-Language Pathology
and Audiology Placements

Speakers: Kean Faculty

  • NJSHA Member – $40
  • Non-Member - $60
 
Click Here to Register
 

 Course Description

Student motivation plays an important role in learning, critical thinking, and clinical reasoning for graduate students. Clinical externships require learners to bridge the gap between academic knowledge, theory, and real-world practices while navigating new service delivery models, supervisory relationships, and placement/setting expectations. Understanding the foundations of motivation, as well as the challenges that influence it, is essential for creating effective and supportive clinical learning environments. Self-Determination Theory (SDT) provides a useful framework for understanding student motivation through three core features: autonomy, competence, and relatedness. Student motivation ranges from intrinsic to extrinsic with extrinsic motivation commonly driven by grades, evaluations, and performance requirements. While extrinsic motivators are unavoidable in clinical education, supporting intrinsic motivation is associated with deeper learning, resilience, and self-efficacy. In clinical practice, autonomy is fostered when students experience ownership and responsibility, supported by supervisory trust. Competence develops when students feel capable of managing and navigating challenges, meeting expectations, and receiving specific, task-focused feedback that builds self-efficacy. Relatedness reflects feeling valued and included within the clinical team, promoting a sense of belonging. Motivation during placements is influenced by workload and pace, feedback style, psychological safety, role clarity, and alignment between student expectations and clinical realities. Differences across settings, supervisory styles, and cultural and generational differences may further influence how motivation and initiative are expressed or interpreted. Additionally, fear of making mistakes, high cognitive load, perfectionism, and over-reliance on extrinsic rewards can further challenge engagement and student learning. This webinar highlights realistic, evidence-informed supervisory strategies that can be implemented immediately to support autonomy, competence, and relatedness across clinical placements. Participants will engage in brief breakout activities and guided discussions to analyze supervision scenarios, reflect on current practices, and identify opportunities for change. By the end of the session, clinical supervisors will leave with a clearer understanding of student motivation and commit to at least one concrete adjustment to enhance student engagement, confidence, and professional growth.

Presenter:  Darya Hinman, SLPD, CCC-SLP
Affiliation: Kean University

Bio

Darya Hinman is a speech language pathologist with 12 years of experience. She is currently the externship coordinator and a course instructor at Kean University, where she manages all aspects of off-campus clinical placements. She teaches undergraduate, graduate, and doctoral courses in speech-language pathology, with a focus on clinical education. Her research interests include clinical supervision and education, as well as intra- and interdisciplinary training of clinical educators. She has presented at state and institutional conferences and has published research in the area of clinical education. Dr. Hinman is actively involved in university and professional committees and is the co-chair of Kean’s Institute of Interprofessional Education.

Presenter:  Karen Villanueva, PhD, CCC-SLP 
Affiliation: Kean University

Bio

Karen Villanueva is a speech language pathologist who specializes in working with individuals with voice and swallowing disorders. She is an assistant professor at Kean University in Union, NJ where she teaches both undergraduate and graduate students in the Department of Communication Sciences and Disorders. After working for many years in the acute care medical setting, Dr. Villanueva transitioned to a position in academia to pursue her passion for teaching and supporting students as they prepare for careers in speech language pathology. Dr. Villanueva holds a PhD in Education and Leadership from Pacific University.

 

Presenter: JoAnne Cascia, EdD, CCC-SLP
Affiliation: Kean University

Bio

JoAnne Cascia is a speech-language pathologist with over 30 years of experience. She is currently an Associate Professor, as well as Department Chair and Graduate Program Coordinator for the Department of Communication Sciences and Disorders at Kean University. Prior to transitioning to academia, Dr. Cascia worked as a school-based SLP and a private practice specializing in pediatric ASD. She has published research in the areas of autism, executive function skills, and empathy, as well as graduate student supervision. Dr. Cascia holds an Ed.D. in Speech-Language Pathology from Nova Southeastern University.

 Learning Objectives

1. Identify key drivers of student motivation in clinical externships.
2. Recognize common motivation challenges in real-world clinical settings.
3. Apply practical strategies to support autonomy, competence, and belonging and develop one concrete change they can implement with their next student.

Level: Intermediate

Financial Disclosures:
Darya Hinman, SLPD, CCC-SLP, Karen Villanueva, PhD, CCC-SLP, JoAnne Cascia, EdD, CCC-SLP are receiving an honorarium for today’s presentation. They are also all employed by Kean University and receive a salary.

Non-Financial Disclosures:
Darya Hinman, SLPD, CCC-SLP, Karen Villanueva, PhD, CCC-SLP, JoAnne Cascia, EdD, CCC-SLP are members of NJSHA  and ASHA.

Professional Conduct and Discrimination Policy: All participants are expected to conduct themselves in professional manor. Please review NJSHA’s Professional Conduct and Discrimination Policy.
Complaint Policy: Questions and concerns should be emailed to the Association Office, [email protected]. Complaints arising during or after an event, can be filed using the post event evaluation form or by contacting the Association office.
Accessibility Policy:  The Association is committed to providing an outstanding experience for all participants at its events. We strive for full access to the activities of these events and accommodations relating to mobility, hearing, vision or other areas may be provided. We ask that requests for reasonable accommodations at the event be made as early as possible, and well in advance of the event, so we may explore options to best meet the individual’s need or provide a resource/suggestion to help meet the individuals’ requirement.
Potential Barriers: Although we strive to make this event as accessible as possible to all members, some barriers may remain due to financial, logistical, facility, vendor or volunteer/staffing limitations.
If the association is unable to provide an accommodation due to one or more of the reasons stated above and the individual feels attendance is no longer an option, the Association will provide a full refund of the event registration fee.
Satisfactory Completion Requirements: Certificates of completion will be awarded after active attendance at the entire presentation, submission of a completed evaluation and submission of a completed assessment of learning. A link to the online assessment and evaluation will be provided.