My Planner An Innovative Tool for Navigating Convention Features
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Features  |   August 01, 2009
My Planner
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Special Populations / Autism Spectrum / School-Based Settings / ASHA News & Member Stories / Features
Features   |   August 01, 2009
My Planner
The ASHA Leader, August 2009, Vol. 14, 27. doi:10.1044/leader.FTR10.14102009.27
The ASHA Leader, August 2009, Vol. 14, 27. doi:10.1044/leader.FTR10.14102009.27
With hundreds of sessions, poster presentations, special events, roundtables, lunch sessions, and networking opportunities, ASHA’s annual convention offers events and activities that meet just about every interest—and now it offers an organized, online tool to help all convention attendees keep their schedules (and back-up plans!) straight.
My Planner, a unique and powerful online tool, allows you to create a personalized convention schedule. To get the most out of your convention experience, use My Planner to access and search more than 1,700 education sessions. My Planner then organizes your selected sessions into an easy-to-read schedule that indicates the times and locations of your choices. You can also add appointments, hotel information, and exhibitors you want to visit.
To access My Planner, go to the ASHA Web site. On your first visit, you’ll need to create an account to log in. With this user-friendly tool, you can:
  • Browse sessions

  • Search sessions by topic

  • Search sessions by keyword(s). To search for program sessions across Topic Areas using keywords, type a keyword(s) (e.g., Evidence-Based Practice) in the “Title/Description” field then click on the Search button to perform the search.

  • Search sessions by title

  • Search sessions by time

  • Search sessions by presenter name

Back-up Plans
My Planner is designed to help you plan your time at the convention, but it does not guarantee admission to your selected sessions. Some popular sessions may be filled to capacity when you arrive at the scheduled room; convention participants are strongly encouraged to select alternate sessions for each session you plan to attend. With alternates already chosen, you will not have to spend time searching for another session to attend. There are two ways to plan for back-up sessions:
  • Add sessions into your itinerary

    • Select your first-choice session

    • Search for an alternate session that occurs at the same time as your primary session and add it to your schedule (Note: both sessions will be highlighted in red)

  • Add sessions into your notes

    • Select the notes icon

    • Add the date and time of the session

    • Type in the session location, title, and presenters (remember to refer to your notes at all times)

Questions? Please e-mail papers@asha.org.
“Case Study”: Back-up Plan Benefits

Laura, a speech-language pathologist who works in a public school system, wants to attend a specific session on autism scheduled Friday morning from 8 to 10 a.m. in room B1. She leaves her hotel early to get coffee and a bagel and review her My Planner schedule, because she wants to be at the session 15 minutes early.

When Laura arrives at B1, she finds a large crowd outside the room—and a “Session Closed” sign on the door. Laura is disappointed, thinking that arriving early would ensure her a seat. The student volunteer monitoring the session announces to those waiting outside the door that the room is at its full capacity. It’s nearly time for the session to begin, so Laura checks her My Planner schedule and finds she has selected another autism-related session as an alternate. She asks an volunteer for directions, and arrives at the replacement session with a few minutes to spare, relieved that she will not lose an opportunity to learn about providing services to individuals with autism and to earn CEUs.

After she has settled into her seat, Laura checks her schedule again to review her plans for the rest of the day. She notes that several poster sessions she wants to attend begin right after the 8 a.m. session concludes. Laura knows that if she wants to get to those poster sessions, she should leave the autism session as soon as it concludes.

Laura’s colleague, Karen, was not as prepared. Karen also arrived at the 8 a.m. autism session too late to get a seat. She had not used My Planner to map out a schedule and didn’t know what other sessions were available in that time slot. A student volunteer directed her to the My Planner room near the registration area, where she could use a computer to search for sessions of interest. The volunteer also showed Karen how she could use the program book she received at convention registration to find specific session topics.

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FROM THIS ISSUE
August 2009
Volume 14, Issue 10