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Browse PlansKatrina E. Miller
EdD, CCC-SLP
Dr. Katrina E. Miller's commitment to communication empowerment spans more than 25 years and has improved the lives of countless patients, as well as the more than 300 novice speech-language pathologists she has trained. As a college professor at North Carolina Central University, Dr. Miller founded the Neurogenic Aphasia Group, affectionately referred to as NAG, to provide group speech therapy to Durham residents living with aphasia as the result of strokes or traumatic brain injuries. This program also provided graduate-level speech-language pathology students the opportunity to be trained and educated in the area of adult
neurogenic disorders.
Dr. Miller has training and expertise in education and clinical supervision. She also has experience counseling persons with communication disorders and mentoring young professionals. A highly sought-after national and international speaker and teacher, Dr. Miller has spent time in China, where she created a summer program for children with communication disorders. She continues to teach and train young professionals across diverse backgrounds and considers it part of her life's mission to fully contribute to the fields of education and speech pathology. Dr. Miller is a board member of National Black Association for Speech-Language and Hearing (NBASLH) and serves as its affiliate chair.
Courses with Katrina E. Miller
Browse Course CatalogHow to Survive the Clinical Fellowship Experience
Presented by Katrina E. Miller, EdD, CCC-SLP
How to Survive the Clinical Fellowship Experience
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 58 Minutes; Learning Assessment Time: 15 Minutes
Emphasis is often placed on the supervisory skills of clinical educators who are working with students from the allied health professions, but minimum training is provided. While the need for supervisory training has been recognized, this course is designed to help bridge the gap between supervision and mentorship. Speech-language pathologists (SLPs) who are serving or desire to serve as clinical fellowship mentors during the clinical fellowship (CF) process will benefit the most from this course. Clinical fellows may also find the information in this course useful.
Strategies to help CF mentors to contribute to the success of clinical fellows will be provided along with effective communication methods. Information regarding the supervisory stages and styles of the Anderson continuum of supervision will be reviewed, along with the steps of the clinical fellowship process.
Emphasis is often placed on the supervisory skills of clinical educators who are working with students from the allied health professions, but minimum training is provided. While the need for supervisory training has been recognized, this course is designed to help bridge the gap between supervision and mentorship. Speech-language pathologists (SLPs) who are serving or desire to serve as clinical fellowship mentors during the clinical fellowship (CF) process will benefit the most from this course. Clinical fellows may also find the information in this course useful.
Strategies to help CF mentors to contribute to the success of clinical fellows will be provided along with effective communication methods. Information regarding the supervisory stages and styles of the Anderson continuum of supervision will be reviewed, along with the steps of the clinical fellowship process.
Reflective Practice in Supervision
Presented by Katrina E. Miller, EdD, CCC-SLP
Reflective Practice in Supervision
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 55 Minutes; Learning Assessment Time: 12 Minutes
This course will benefit physical therapists, occupational therapists, and speech-language pathologists who serve as clinical educators. Reflective practice is one methodology that is used in the allied health professions to provide a way for students to review their therapy sessions and actions. Having effective reflective practice skills is imperative for clinicians, and developing these skills is imperative for novice professionals.
Several models of supervision that are used in the allied professions are explored and discussed during this course. The definition of reflective practice and the varied components are listed. In addition, the pros and cons for using reflective practice are listed, as well as the ways to incorporate reflective practice in clinical education. The differences between reflective supervision and reflective practice are incorporated in this course, along with additional methods for utilizing reflective practice in clinical education.
This course will benefit physical therapists, occupational therapists, and speech-language pathologists who serve as clinical educators. Reflective practice is one methodology that is used in the allied health professions to provide a way for students to review their therapy sessions and actions. Having effective reflective practice skills is imperative for clinicians, and developing these skills is imperative for novice professionals.
Several models of supervision that are used in the allied professions are explored and discussed during this course. The definition of reflective practice and the varied components are listed. In addition, the pros and cons for using reflective practice are listed, as well as the ways to incorporate reflective practice in clinical education. The differences between reflective supervision and reflective practice are incorporated in this course, along with additional methods for utilizing reflective practice in clinical education.
Supervision in the Digital Age
Presented by Katrina E. Miller, EdD, CCC-SLP
Supervision in the Digital Age
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 53 Minutes; Learning Assessment Time: 17 Minutes
Supervisors of students and paraprofessionals in the allied health professions may not be aware of the ethical, moral, and privacy issues that may arise with the use of electronic media. This course will assist professionals in understanding the guidelines and regulations regarding the appropriate use of electronic media in the allied health professions from a clinical education perspective. The characteristics of digital natives and digital immigrants will be explored. This course will identify a variety of digital media and consider strategies that will assist with the reduction of electronic media abuse by student clinicians. Real-life scenarios, along with solutions, will be discussed by allied health professionals. This course is designed for physical therapists, occupational therapists, and speech-language pathologists who work with students and/or paraprofessionals.
Supervisors of students and paraprofessionals in the allied health professions may not be aware of the ethical, moral, and privacy issues that may arise with the use of electronic media. This course will assist professionals in understanding the guidelines and regulations regarding the appropriate use of electronic media in the allied health professions from a clinical education perspective. The characteristics of digital natives and digital immigrants will be explored. This course will identify a variety of digital media and consider strategies that will assist with the reduction of electronic media abuse by student clinicians. Real-life scenarios, along with solutions, will be discussed by allied health professionals. This course is designed for physical therapists, occupational therapists, and speech-language pathologists who work with students and/or paraprofessionals.
Culturally Responsive Supervision
Presented by Katrina E. Miller, EdD, CCC-SLP
Culturally Responsive Supervision
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and patient education—anytime, anywhere—with video instruction from
recognized industry experts.
Video Runtime: 39 Minutes; Learning Assessment Time: 28 Minutes
Often allied health professionals are trained to work with diverse clients but this same skill is not incorporated when working with student clinicians or colleagues. This course will define a variety of cultural knowledge terminology that will assist clinical educators when working with students and paraprofessionals from diverse cultural backgrounds. Barriers that can interfere with effective supervision will be identified, along with possible solutions for removing them.
Characteristics of culturally responsive supervisors will be presented with the desire to provide methods for developing and incorporating these characteristics into clinical practice. In an effort to improve clinical educators' communication skills, possible individual biases will be identified and discussed. This course will benefit physical therapists, occupational therapists, and speech-language pathologists who supervise student clinicians and paraprofessionals.
Often allied health professionals are trained to work with diverse clients but this same skill is not incorporated when working with student clinicians or colleagues. This course will define a variety of cultural knowledge terminology that will assist clinical educators when working with students and paraprofessionals from diverse cultural backgrounds. Barriers that can interfere with effective supervision will be identified, along with possible solutions for removing them.
Characteristics of culturally responsive supervisors will be presented with the desire to provide methods for developing and incorporating these characteristics into clinical practice. In an effort to improve clinical educators' communication skills, possible individual biases will be identified and discussed. This course will benefit physical therapists, occupational therapists, and speech-language pathologists who supervise student clinicians and paraprofessionals.
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