SITE VISIT REPORT TEMPLATE & CHECKLIST 2017 …University Name – CAA Site Visit Report – Semester/Year> Page 1 of 60 SITE VISIT REPORT TEMPLATE & CHECKLIST 2017 STANDARDS FOR ACCREDITATION

<University Name – CAA Site Visit Report – Semester/Year> Page 1 of 60

SITE VISIT REPORT TEMPLATE & CHECKLIST 2017 STANDARDS FOR ACCREDITATION

(December 2017)

The site visit report template is designed to assist the site visit team in developing the written report and to ensure consistency with the current Standards for Accreditation. A checklist is provided for the team to ensure it has addressed and appropriately included in/with the report all of the items listed below. CHECKLIST – The team should review and verify that all required steps have been completed before submitting the draft Site Visit Report to the Accreditation staff. Remember to delete these instructions before submitting the report! Introduction

List individuals with whom the team met, including titles. Check for correct spelling of names and verify positions. Names of students and clients/caregivers who participated in interviews should not be identified in

the report for these groups, but should be noted as follows: Students (N = ?), Clients (N = ?), etc. Individuals who accompany the site visit team as observers should be noted in the introduction. When describing the review of academic files of current students and recent graduates, indicate

professional area as well as component if relevant (i.e., residential, distance, satellite) An example of proper representation for listing sources is presented in the template and should be

modified to reflect the activities of the site visit that were conducted. Narrative Sections: Select the appropriate lead-in statement for each standard and delete those not needed. Consider:

each professional area (i.e., master’s program in speech-language pathology, clinical doctoral program in audiology), noting where findings are different for each professional area as a separate statement; Multiple statements may be needed if findings are different for each professional program reviewed if both are considered in the same site visit.

If multiple components are used to deliver the program of study (distance education, satellite/branch campus);

the verification level for each standard If reviewing a single professional area without additional delivery components, use the standard lead-in language provided in the template. If reviewing both professional programs, modify the lead-in language, such as:

The site visitors were able to verify evidence to support verification of this standard for the audiology and speech-language pathology programs.

If multiple components are under review for the same professional area (residential, distance education, satellite/branch campus), modify the lead-in language such as:

The site visitors were able to verify evidence to support verification of this standard for all components of the speech-language pathology program.

The site visitors were able to verify evidence to support verification of this standard for all components of the audiology program.


Under each standard the team must provide narrative about how the team verified or could not verify evidence with the accreditation standards:

Must be consistent with the level of verification: o Verified evidence –evidence was available to verify all Requirements for Review of the

standard; evidence and findings are described o Partial evidence – some Requirements for Review for the standard could not be verified;

area(s) of the standard that were not verified and evidence not verified are described o No evidence – most of the Requirements for Review for the standard could not be verified;

area(s) of the standard were not verified and evidence not verified are described Clearly describe unique aspects and differences for each professional area Include discussion related to the impact of components used to deliver the program of study

(distance education, satellite/branch campus). Guidance is offered on several standards, but the team should note elements unique to satellite or distance education components wherever relevant.

CAA Initial Observations are addressed under the relevant standard, verified and described For Fall 2017 site visits: Responses to the Addendum questions (‘gap’ questions) are addressed

under the relevant standard, verified and described Describe aspects of the program that are unique and represent excellence toward continued quality

improvement as it relates to accreditation standards or present risk to the program’s success for continued compliance with accreditation standard under the relevant standard.

Remove instructions/guidance shaded in gray or shaded in pale gold within the template Edit out prompts appearing in italic and < >. All members of the site visit team have reviewed and edited the report for accuracy Edit the paragraph regarding verification of the public announcement according to the team’s

observations Check for correct spelling of names and verify positions throughout the report

Appendices:

Complete the Accreditation Standards Inventory that represents the team’s findings (and should align with the narrative portion of the report. All team members must sign the inventory and include when submitting the report.

Include final version of the site visit agenda Include a copy of the public announcement


Name of Institution

College or Division

Department or Program CAA File #

Dates of Site Visit

Site Visit Chair: Academic or Clinical Faculty Member:

Practitioner Member: Practitioner Member (if applicable):

Trainee:

Program(s) Reviewed <specify degree designator(s) and delivery mode>: Audiology (AuD, ScD, etc.) <residential, distance education, satellite/branch campus>

Speech-Language Pathology (M.A./M.S., etc.) <residential, distance education, satellite/branch campus>

INTRODUCTION

Guidance: Provide a brief description of the university, program, and facilities as it specifically relates to the context of the program and compliance with accreditation standards. Indicate how the program is offered (residential, consortium, distance education, satellite/branch campus) and whether any of these modes of delivery are new to the program as of this application review.

The site visitors used the following sources to verify evidence of compliance with accreditation standards <indicate all that apply and modify titles, etc.>:

1. Interview with <title>, <Name> 2. Interview with the Executive Vice President and Provost of the University, <Name> 3. Interview with the Dean of the School of Allied Health Professions, <Name> 4. Interview with the Chair of the Department of Rehabilitation Sciences, <Name> 5. Interview with the Director of the Audiology Program, <Name> 6. Interview with the Director of the Speech-Language Pathology Program, <Name> 7. Interviews with academic faculty within the program (N = ) 8. Interviews with clinical faculty within the program (N = ) 9. Interviews with adjunct academic faculty (N = )


10. Interviews with adjunct clinical faculty (N= ) 11. Interviews with program support staff (N = ) 12. Interviews with students within the audiology program (N= ) 13. Interviews with students within the speech-language pathology program (N= ) 14. Interviews with off-campus preceptors/supervisors for audiology (N=) 15. Interviews with off-campus preceptors/supervisors for speech-language pathology (N=) 16. Review of academic files of recent graduates 17. Review of academic files of current students 18. Tour of on-campus academic facilities 19. Tour of clinical sites affiliated with program <name> 20. Review of university and program websites 21. Review of course syllabi and university catalogs 22. Review of Graduate Student Handbook 23. Review of faculty meeting minutes and other departmental materials 24. Review of program announcements 25. Public Meeting (N parents/caregivers of clients receiving services through the Speech and

Hearing Clinic) I. Site Team Observations:

Standard 1.0 Administrative Structure and Governance

1.1 The sponsoring institution of higher education holds current regional accreditation.

The site visitors were able to verify evidence to support verification of this standard. The site visitors were able to verify partial evidence to support verification of this standard. The site visitors were not able to verify evidence to support verification of this standard.

The institution of higher education within which the <audiology and/or speech-language pathology> program is housed holds regional accreditation from <name of regional accreditor>. This was verified by <describe the evidence used to verify>.

Evidence sources could include:

• official letter from the accreditor indicating that the sponsoring institution holds current regional accreditation

• link to the regional accrediting body’s directory of accredited programs.

Guidance: For consortium and satellite components, verify and discuss regional accreditation for all entities of a consortium or satellite/branch campuses and list the names of the regional accreditor for each. For programs with components located outside the region of the home campus, verify that all locations in which its academic components are housed, including satellite campuses outside of the United States, are regionally accredited,


1.2 The sponsoring institution of higher education must be authorized to provide the program of study in audiology and/or speech-language pathology.


The sponsoring institution of higher education is authorized under applicable laws or other acceptable authority to provide the program of post-secondary education. The sponsoring institution of higher education has appropriate graduate degree-granting authority. This was verified by <describe the evidence used to verify>.


• letter of attestation from a state agency that has authority for higher education or other authorized entity that has authority for programs of study at the sponsoring institution

• letter of attestation from the sponsoring institution’s board of regents or from a recognized board or panel with this authority.

• Attestation for each entity within a consortium, if different.

• State higher education authority or board of regents website

1.3 The program has a mission and goals that are consistent with preparation of students

for professional practice.


The mission statement and the goals of the program (including religious mission, if relevant) were <not> presented. This was verified by <describe the evidence used to verify>.


• mission statement and goals of the program

• mission statement and goals for each entity within the consortium, if applicable

• program handbooks

• university catalog

• program website

The mission statement and program goals are <not> used by the program to guide decision- making to prepare students for entry level into professional practice in <audiology and/or speech-language pathology>. This was verified by <describe the evidence used to verify>.


• interviews with academic and clinical faculty, staff, program director, administrators, students


1.4 The program faculty must regularly evaluate the congruence of program and institutional missions and the extent to which the goals are achieved.


The program <does not> monitors its mission and goals to ensure that they remain congruent with those of the institution. The program <does not> periodically reviews and revises its mission and goals. The program <does not> systematically evaluates its progress toward fulfillment of its mission and goals. These requirements were verified by <describe the evidence used to verify>.


• meeting minutes

• interviews with administrators, academic and clinical faculty, program director

• program and university websites

Guidance: For distance education and satellite components, verify and discuss that the mission of the distance education and/or satellite component modality fits the mission of the program and institution and describe what mechanisms are used by faculty to evaluate the congruence of the distance education and/or satellite component and institutional goals.

1.5 The program develops and implements a long-term strategic plan.


The <audiology><speech-language-pathology> program’s long-term strategic plan is <not> congruent with the mission and goals of the program and the sponsoring institution, is <not> supported by the administration, and <does not> reflects the role of the program within its community. This was verified by <describe the evidence used to verify>.


• review of the strategic plan and the executive summary of the strategic plan

• review of the mission and goals of the program and institution

• university and program websites


• interviews with dean, provost, president, program director, academic and clinical faculty


The plan identifies <does not identify> long-term goals, specific measurable objectives, strategies for attainment of the goals and objectives, and a schedule for analysis of the plan. The plan includes <does not include> mechanisms for regular evaluation of the plan itself and of progress in meeting the plan’s objectives. These requirements were verified by <describe the evidence used to verify>.


• review of the strategic plan and the executive summary of the strategic plan, reflecting evidence that the plan has been updated as progress has been made

• review of the mission and goals of the program and institution

• university and program websites


• faculty meeting minutes

• program website

• program handbook

• interviews with dean, provost, president, program director, academic and clinical faculty

An <executive summary of the strategic plan or the strategic plan> is shared with faculty, students, staff, alumni, and other interested parties. This was verified by <describe the evidence used to verify>.<Describe how and when it is shared and confirm that it is with all parties listed in the Requirement.>


• program website

• interviews with program director, academic and clinical faculty, students, staff, alumni

Guidance: For distance education and satellite components, verify and discuss that the distance education and/or satellite component is included in the long-term strategic plan and mechanisms to evaluate and implement the plans are consistent with those of the program and include faculty, students, etc. of the distance education and/or satellite modalities.

1.6 The program’s faculty has authority and responsibility for the program.


The institution’s administrative structure demonstrates that the program’s faculty is recognized as the body that can initiate, implement, and evaluate decisions affecting all aspects of the professional education program, including the curriculum. This was verified by <describe the evidence used to verify>.



• organizational chart that demonstrates how the program fits into the administrative structure of the institution




• interviews with program director, academic and clinical faculty, clinic director, administrators

The program faculty has <does not have> reasonable access to higher levels of administration. This was verified by <describe the evidence used to verify>.



• interviews with program director, academic and clinical faculty, clinic director, administrators

Guidance: For distance education and/or satellite components, verify and discuss that the administrative components of the distance education and/or satellite modalities are integrated with those of the residential program.

1.7 The individual responsible for the program of professional education seeking accreditation holds a graduate degree with a major emphasis in speech-language pathology, in audiology, or in speech, language, and hearing science and holds a full-time appointment in the institution.


The individual designated as program director <identify who that individual is (or are) if different

individuals have responsibility for professional areas in a joint site visit> holds a graduate

degree with a major emphasis in speech-language pathology, in audiology, or in speech,

language, and hearing science. <Specify the degree and the area.>

The individual designated as program director holds a full-time appointment in the institution. <If

multiple faculty are involved, please specify that both/all are full-time.>

These requirements were verified by <describe the evidence used to verify>.


• review of vitae

• interviews with program director, faculty, administrators, staff



Guidance: For distance education and/or satellite components, verify and discuss that there is a clear delineation of the responsibilities and qualifications of the individual who has major responsibility for the coordination of activities and for those persons involved in the administration of the distance education and/or satellite components.

1.8 The institution and program must comply with all applicable laws, regulations, and executive orders prohibiting discrimination towards students, faculty, staff, and persons served in the program’s clinics. This includes prohibitions on discrimination based on any category prohibited by applicable law but not limited to age, citizenship, disability, ethnicity, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, and veteran status.


The institution and program complies <does not comply> with all applicable federal, state, and local laws, regulations, and executive orders prohibiting discrimination, including laws that prohibit discrimination on age, citizenship, disability, ethnicity, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, and veteran status. <If any element cannot be verified, explain.> The program <does not> adheres to its institutional policies and procedures—including non-harassment policies, internal complaint procedures, and appropriate educational programs—to ensure that the program complies with all applicable nondiscrimination statutes and that all staff and faculty are made aware of the policies and the conduct they prohibit. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.


• program and/or institutional policy and procedures

• tour of facilities

• interviews with program director, academic and clinical faculty, staff, administrators, students, alumni, clients

• handbooks (faculty, student, clinic, etc.); program and university websites, and/or other appropriate documents to demonstrate the institutional expectations regarding compliance with all nondiscrimination statutes.

The program maintains <does not maintain>, as relevant, a record of internal and external complaints, charges, and litigation alleging violations of such policies and procedures and ensure that appropriate action has been taken. This was verified by <describe the evidence used to verify>.



• program and/or institutional policy and procedures



• program handbooks (faculty, student, clinic, etc.)

• interviews with program director, academic and clinical faculty, staff, administrators, students, alumni, clients

Guidance: For distance education and/or satellite verify and discuss that there are comparable laws, regulations, policies, etc. for these components. Policies are communicated effectively to students, staff, and clients of the distance education and/or satellite component.

1.9 The program provides information about the program and the institution to students and to the public that is current, accurate, and readily available.


The <audiology><speech-language pathology> program’s accreditation status is <not> accurately presented on websites, catalogs, advertisements, and other publications/electronic media. The program indicates <does not indicate> the program’s CAA accreditation status in accordance with the language specified in the Public Notice of Accreditation Status in the CAA Accreditation Handbook, as required under federal regulations. Websites, catalogs, advertisements, and other publications/electronic media are <not> accurate regarding standards and policies regarding recruiting and admission practices, academic offerings, matriculation expectations, academic calendars, grading policies and requirements, and fees and other charges. The <audiology><speech-language pathology> program makes <does not make> public the number of expected terms for program completion for full-time and part-time students. These requirements were verified by <describe the evidence used to verify>.



• program handbooks (faculty, student, clinic, etc.)


• printed brochures; stationary

• interviews with program director, faculty, staff, alumni, students

Based on the review of the <audiology><speech-language pathology program>’s website, the <audiology><speech-language pathology> program makes <does not make> student outcome measures available to the general public by posting the results on the program’s website. The student outcome results are <not> available via a clearly visible and readily accessible link labeled <“Student Achievement Data” or “Student Outcome Data”>, which meets <does not meet> the CAA’s requirement for this standard. <If both the audiology and the speech-language programs are accredited> Separate student outcome data tables are presented for the audiology and speech-language pathology programs and were clearly labeled. <If the program has a distance education component or a satellite

http://caa.asha.org/wp-content/uploads/Accreditation-Handbook.pdf


campus> Separate student outcome data tables are presented for each component <residential, distance education, satellite> and were clearly labeled. The published student outcome measures <do not> include, for each of the three most completed academic years, the number and percentage of students completing the program within the program’s published time frame; test-takers who pass the Praxis® Subject Assessment examination; and program graduates employed in the profession or pursuing further education in the profession within one year of graduation. <Specify which elements are missing or not current, as applicable>

Guidance: For distance education and/or satellite components, verify and discuss that information for these components is current and accurate and that mechanisms for updating and maintaining the currency and accuracy are in place.


Standard 2.0 Faculty

2.1 The number and composition of the full-time program faculty (academic doctoral, clinical doctoral, other) are sufficient to deliver a program of study that:

2.1.1 allows students to acquire the knowledge and skills required in Standard 3, 2.1.2 allows students to acquire the scientific and research fundamentals of the discipline, 2.1.3 allows students to meet the program’s established goals and objectives, 2.1.4 meets the expectations set forth in the program’s mission and goals, 2.1.5 is offered on a regular basis so that it will allow the students to complete the program within the published time frame.


Review of <describe evidence used to verify> indicates the number and composition of full-time program faculty are sufficient to deliver a program of study in <audiology><speech-language pathology>. The number of individuals in and composition of the group that delivers the program of study and the distribution of faculty in terms of the number of full-time and part-time individuals who hold academic doctoral degrees, clinical doctoral degrees, and master’s degrees was <not> verified for the <audiology><speech-language pathology> program. <If there have been changes in the faculty composition since the time of the application, describe those changes and any effect on the program’s ability to meet this standard, including evidence considered.> The faculty composition is <not> sufficient to allow students to acquire the knowledge and skills required in Standard 3 (Curriculum in <Audiology>\<Speech-Language Pathology>). <If not, explain> The faculty composition is <not> sufficient to allow students to acquire the scientific and research fundamentals of the profession. <If not, explain> The faculty composition is <not> sufficient to allow students to meet the program’s established learning goals and objectives. <If not, explain> The faculty composition is <not> sufficient to allow students to meet the expectations set forth in the program’s mission and goals. <If not, explain> The faculty composition ensures <does not ensure> that the elements (classes and clinical practica) of the <audiology><speech-language pathology> program are offered on a regular basis so that students can complete the program within the published time frame. <If not, explain>


• vitae

• program website

• program handbooks



• student/alumni records

• course syllabi

• interviews with academic and clinical faculty, staff, program director, administrators,

students, alumni, on- and off-campus clinical supervisors/preceptors

2.2 The number, composition, and workload of the full-time program faculty are sufficient to allow faculty to meet expectations with regard to teaching, research, and service of the sponsoring institution.


All faculty who have responsibility in the graduate program and have obligations to provide teaching, research, and service as part of their workload

● are <not> accessible to students, ● <do not> have sufficient time for scholarly and creative activities, ● <do not> have sufficient time to advise students, ● <do not> have sufficient time to participate in faculty governance, ● <do not> have sufficient time to participate in other activities that are consistent with the

expectations of the sponsoring institution. All faculty who have responsibility in the graduate program and have obligations to provide clinical education and service as part of their workload

● are <not> accessible to students, ● <do not> have sufficient time for scholarly and creative activities, ● <do not> have sufficient time to advise students, ● <do not> have sufficient time to participate in faculty governance, ● <do not> have sufficient time to participate in other activities that are consistent with the

expectations of the sponsoring institution.

These requirements were verified by <describe the evidence used to verify>.


• vitae


• program handbook

• interviews with academic and clinical faculty, staff, program director, administrators, students, alumni

Faculty who are tenure eligible <do not> have the opportunity to meet the criteria for tenure of the sponsoring institution. Faculty who are eligible for promotion <do not> have the opportunity to meet the criteria for promotion of the sponsoring institution.


Faculty who are eligible for continuing employment <do not> have the opportunity to meet the expectations for continued employment of the sponsoring institution. These requirements were verified by <describe the evidence used to verify>.


• vita

• tenure/promotion policies and procedures

• interviews with academic and clinical faculty, staff, program director, administrators

Guidance: For distance education and/or satellite components, consider and discuss the impact of faculty responsibilities (i.e., teaching load, research time, and participation in faculty governance) for the distance education and/or satellite component and the effect on the program.

2.3 All faculty members (full-time, part-time, adjuncts), including all individuals providing clinical education, are qualified and competent by virtue of their education, experience, and professional credentials to provide academic and clinical education as assigned by the program leadership.


All faculty members (full-time, part-time, adjuncts) are <are not> qualified and competent to teach graduate-level courses in the <audiology><speech-language pathology> program and to provide clinical education in terms of appropriateness of degree level, practical or educational experiences specific to responsibilities in the program, and other indicators of competence to offer graduate education. <If any academic or clinical faculty do not meet this expectation, please indicate the individuals, describe their responsibilities, and what was not verified.> All individuals providing didactic and clinical education, both on-site and off-site, <do not> have appropriate experience and qualifications for the professional area in which education is provided. <If any academic or clinical faculty do not, please indicate the individuals, describe their responsibilities, and what was not verified.> The faculty <do not> possess appropriate qualifications and expertise to provide the depth and breadth of instruction for the curriculum as specified in Standard 3 for <audiology><speech-language pathology>. <If any academic or clinical faculty do not, please indicate the individuals, describe their responsibilities, and what was not verified.> These requirements were verified by <describe the evidence used to verify>.


• vitae (initial academic preparation including degrees held and areas of study for each degree, contributions to the development of new knowledge, and pursuit of relevant continuing professional development for all full-time and part-time academic or clinical


faculty members and adjuncts. research activities, publications, and presentations; licensing and certification information; tenure-track status and rank

• course syllabi

• interviews with academic and clinical faculty, program director, clinic director, administrators

Based on <describe evidence used to verify> the majority of academic content is <not> taught by doctoral faculty who hold the appropriate terminal academic degree (PhD, EdD). <If not, please describe circumstances including if assignments are permanent or temporary (e.g., due to sabbatical, vacancies, etc.)>


• vitae

• course syllabi

• interviews with academic and clinical faculty, program director, administrators

Guidance: For distance education and/or satellite components, consider and discuss the qualifications and expertise of faculty members with responsibilities in distance education and/or satellite component.

2.4 All faculty members maintain continuing competence and demonstrate pursuit of lifelong learning.


All individuals who have responsibility to deliver academic and clinical components of the graduate <audiology><speech-language pathology> program <do not> maintain continuing competence. <If any academic or clinical faculty do not, please indicate the individuals and what was not verified.> All individuals who have responsibility to deliver the graduate <audiology><speech-language pathology> program <do not> pursue lifelong learning. <If any academic or clinical faculty do not, please indicate the individuals and what was not verified.> These requirements were verified by <describe the evidence used to verify>.


• vitae – may consider pattern of professional development and learning activities o professional development activities lists o publication or presentation of research o publication or presentation on scholarship of teaching and learning o publication or presentation on clinical methods and professional issues o maintenance of credentials

• tenure/promotion policies and procedures


• course syllabi

• interviews with academic and clinical faculty, program director, students, alumni

• resources available to assist faculty to obtain professional development

• availability of on-campus activities available for continuing education

Guidance: For distance education and/or satellite components, verify and discuss that training is provided to faculty regarding the use and application of distance education technology when providing instruction to students enrolled in distance education classes or satellite campuses.


Guidance: For reports of audiology programs, address curriculum standards 3.1A -3.10A. For reports of SLP programs, address 3.1B-3.10B. If writing a report for programs in both areas, address 3.1A-3.10B in their entirety.

Standard 3.0A Curriculum (Academic and Clinical Education) in Audiology

3.1A An effective entry-level professional audiology program allows each student to acquire knowledge and skills in sufficient breadth and depth to enable the student to function as an effective, well-educated, and competent clinical audiologist (i.e., one who can practice within the full scope of practice of audiology). The education program is designed to afford each student with opportunities to meet the expectations of the program that are consistent with the program’s mission and goals and that prepare each student for independent professional practice as an audiologist.

Guidance: For distance education and satellite components verify and discuss that the courses offered by distance education and/or satellite components are equivalent to those that are offered in the residential component, including number of credits, availability, sequence, etc.


A review of program course offerings showed that the program offers a curriculum leading to the <degree designator> degree in audiology that is <number> <semester/quarter> credit hours. <If there are multiple tracks (e.g., part-time, full-time, distance education, etc.), indicate the credit hour expectations for each track, if different).> The academic and clinical program are <not> offered on a regular basis so that students are able to satisfy degree and other requirements within the program’s published time frame. <If not, describe.> The curriculum allows <does not allow> students to achieve the knowledge and skills identified in this standard, and includes a minimum of 12 months' full-time equivalent of supervised clinical experiences throughout the program of study, incorporating short-term rotations and longer-term externships. <If not, describe.> The audiology program has <does not have> a clear set of program goals and objectives that must be met for students to acquire the knowledge and skills needed for entry into independent professional practice. <If not, describe.> A clear process has <not> been established to evaluate student achievement of the program’s established objectives. <If not, describe.> The curriculum allows <does not allow>students to acquire the knowledge and skills necessary for entry into independent professional practice in audiology, consistent with the scope of practice for audiology, and across the range of practice settings. <If any element cannot be verified, describe.> The program is <not> offered in high quality learning environments that are learner centered, knowledge and skill centered, and assessment centered. Opportunities are <not> offered to


qualify for state and national credentials that are required for entry into independent professional practice that are consistent with the program mission and goals. These requirements were verified by <describe the evidence used to verify>.


• audiology curriculum

• mission and goal statements

• student files

• course syllabi

• website, catalogs (e.g., for information about course numbering, prerequisites)

• academic and clinical faculty, program director, students

• on- and off-campus clinical supervisors/preceptors

Based on a review of <describe all sources used to verify>, the plan of study <does not> encompasses all of the following domains:

● professional practice competencies; ● foundations of audiology practice; ● identification and prevention of hearing loss, tinnitus, and vestibular disorders; ● assessment of the structure and function of the auditory and vestibular systems; ● assessment of the impact of changes in the structure and function of the auditory and

vestibular systems; ● intervention to minimize the effects of changes in the structure and function of the

auditory and vestibular systems on an individual’s ability to participate in his or her environment.

<If any domain area cannot be verified in whole or in part, please explain the detail in the relevant subsection below.>

3.1.1A Professional Practice Competencies The program <does not> provides content and opportunities for students to learn so that each student can demonstrate as expected the attributes and abilities for the following professional practice competency areas: <If any competency area cannot be verified, specify which one(s) and explain what was missing and what sources were used to verify.>

• Accountability

• Integrity

• Effective Communication Skills • Clinical Reasoning • Evidence-Based Practice • Concern for Individuals Served • Cultural Competence • Professional Duty • Collaborative Practice

3.1.2A Foundations of Audiology Practice The program <does not> includes content and opportunities to learn so that each student can demonstrate knowledge of the foundations of audiology practice. <<If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>


Confirm that all foundations of audiology practice areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• embryology, anatomy, and physiology of the auditory, vestibular, and related body

systems;

• normal aspects of auditory and vestibular function across the lifespan;

• normal aspects of speech production and language function across the lifespan;

• normal aspects of speech perception across the lifespan;

• effects and role of genetics in auditory function, diagnosis, and management of

hearing loss;

• effects and role of genetics in vestibular function, diagnosis, and management of

vestibular disorders;

• effects of chemicals and other noxious elements on auditory and vestibular function;

• effects of pathophysiology on the auditory, vestibular, and related body systems;

• medical and surgical interventions that may be used to treat the results of

pathophysiology in these systems;

• interaction and interdependence of speech, language, and hearing in the discipline of

human communication sciences and disorders;

• effects of hearing loss on the speech and language characteristics of individuals

across the life span and the continuum of care;

• effects of hearing impairment on educational, vocational, social, and psychological

function and, consequently, on full and active participation in life activities;

• physical characteristics and measurement of simple and complex acoustic stimuli;

• physical characteristics and measurement of non-acoustic stimuli (e.g., EEG, tactile,

electrical signals);

• methods of biologic, acoustic, and electroacoustic calibration of clinical equipment to

ensure compliance with current American National Standards Institute (ANSI)

standards (where available) and other recommendations regarding equipment

function;

• principles of psychoacoustics as related to auditory perception in individuals with

normal hearing and those with hearing loss;

• principles and practices of research, including experimental design, evidence-based

practice, statistical methods, and application of research to clinical populations.

3.1.3A Identification and prevention of hearing loss, tinnitus, and vestibular disorders The program <does not> provides academic content and clinical education experiences so that each student can learn and demonstrate knowledge and skills for the identification and prevention of hearing loss, tinnitus, and vestibular disorders. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>


Confirm that all identification and prevention of hearing loss, tinnitus, and vestibular disorders areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• the prevention of the onset of loss of auditory system function, loss of vestibular

system function, development of tinnitus, and development of communication

disorders;

• the use of protocols to minimize the impact of the loss of hearing, tinnitus, loss of

vestibular system function, and development of communication disorders;

• the use of screening protocols, including clinically appropriate and culturally sensitive

screening measures, to assess individuals who may be at risk for hearing impairment

and activity limitation or participation restriction;

• the screening of individuals for speech and language impairments and other factors

affecting communication function using clinically appropriate and culturally sensitive

screening measures;

• the use of screening tools for functional assessment;

• administering programs designed to reduce the effects of noise exposure, tinnitus, and

agents that are toxic to the auditory and vestibular systems;

• applying psychometrics and principles of screening;

• applying the principles of evidence-based practice;

• selection and use of outcomes measures that are valid and reliable indicators of

success of prevention programs

3.1.4A Assessment of the structure and function of the auditory and vestibular systems The program <does not> provides academic content and clinical education experiences so that each student can learn and demonstrate knowledge and skills in order to assess the structure and function of the auditory and vestibular systems. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all assessment of the structure and function of the auditory and vestibular systems areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• evaluate information from appropriate sources to facilitate assessment planning;

• obtain a case history;

• perform an otoscopic examination;

• remove cerumen, when appropriate;

• administer clinically appropriate and culturally sensitive assessment measures;

• perform audiologic assessment using behavioral, physiological (e.g., immittance,

wideband reflectance, evoked potentials), psychophysical, and self-assessment tools;

• perform audiologic assessment using techniques that are representative of the

challenges listeners may face in everyday communication situations;

• perform assessment to plan for rehabilitation;


• perform assessment to characterize tinnitus;

• perform balance system assessment and determine the need for balance

rehabilitation;

• document evaluation procedures and results;

• interpret results of the evaluation to establish type and severity of disorder;

• generate recommendations and referrals resulting from the evaluation processes;

• provide counseling in a culturally sensitive manner to facilitate understanding of the

hearing loss, tinnitus, or balance disorder of the individual being served;

• maintain records in a manner consistent with legal and professional standards;

• communicate results and recommendations orally and in writing to the individual being

served and other appropriate individual(s);

• engage in interprofessional practice to facilitate optimal assessment of the individual

being served;

• assign the correct Common Procedural Terminology (CPT) code(s) and the correct

International Classification of Diseases (ICD) code(s);

• apply the principles of evidence-based practice;

• select and use outcomes measures that are valid and reliable indicators of success in

assessment protocols that are used

3.1.5A Assessment of the impact of changes in the structure and function of the auditory and vestibular systems The program provides academic content and clinical education experiences so that each student can learn and demonstrate knowledge and skills in order to assess the impact of changes in the structure and function of the auditory and vestibular systems. . <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all assessment of the impact of changes in the structure and function of the auditory and vestibular systems areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• administer clinically appropriate and culturally sensitive self-assessment measures of

communication function for individuals across the lifespan and the continuum of care,

• administer clinically appropriate and culturally sensitive scales of communication

function to communication partners of the individual being served,

• administer clinically appropriate and culturally sensitive functional assessment tools

for individuals across the lifespan and the continuum of care,

• determine contextual factors that may facilitate or impede an individual’s participation

in everyday life,


determining the impact of changes in structure and function of the auditory and

vestibular systems.


3.1.6A Intervention to minimize the effects of changes in the auditory and vestibular systems on an individual’s ability to participate in his or her environment The program’s curriculum provides academic content and clinical education experiences so that each student can learn and demonstrate knowledge and skills in order to deliver intervention to minimize the effects of changes in the auditory and vestibular systems on an individual’s ability to participate in his or her environment. . <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all Intervention to minimize the effects of changes in the auditory and vestibular systems on an individual’s ability to participate in his or her environment areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• perform assessment for aural (re)habilitation;

• perform assessment for tinnitus intervention;

• perform assessment for vestibular rehabilitation;

• develop and implement treatment plans using appropriate data;

• counsel individuals served, families, and other appropriate individuals regarding

prognosis and treatment options;

• develop culturally sensitive and age-appropriate management strategies;

• perform hearing aid, assistive listening device, and sensory aid assessment;

• perform assessment of devices used to manage tinnitus;

• recommend, dispense, and service prosthetic and assistive devices;

• provide hearing aid, assistive listening device, and sensory aid orientation;

• conduct audiologic (re)habilitation and engage in interprofessional practice to

maximize outcomes for individuals served;

• serve as an advocate for individuals served, their families, and other appropriate

individuals;

• monitor and summarize treatment progress and outcomes;

• assess efficacy of interventions for auditory, tinnitus, and balance disorders;

• apply the principles of evidence-based practice;

• document treatment procedures and results;

• maintain records in a manner consistent with legal and professional standards;

• communicate results, recommendations, and progress in a culturally sensitive and

age-appropriate manner to appropriate individual(s);


determining the impact of the interventions used to minimize the effects of changes in

structure and function of the auditory and vestibular systems


3.2A An effective audiology program is characterized by planning and organization, is reviewed systematically and on a regular basis, and is consistent with current knowledge and practice guidelines of the profession.


The curriculum is planned and based on current standards of audiology practice. <If not, explain.> The curriculum is based on current literature and other current documents related to professional practice and education in audiology. <If not, explain.> The curriculum is delivered using sound pedagogical methods. <If not, explain.> These requirements for the planning, basis, and delivery of the curriculum were verified by <describe the evidence used to verify>.


• course syllabi

• meeting minutes (e.g., faculty, curriculum committee, etc.)

• institutional program evaluation

• faculty administrative input about student performance, outcomes

• interviews with academic and clinical faculty, program director, students, alumni, on- and off-campus clinical supervisors/preceptors

Bases on <describe sources used to verify>, the curriculum is <not> reviewed systematically and on a regular basis. <If not, explain.> The review of the curriculum is <not> conducted by comparing existing plans to current standards of audiology practice, current literature, and other documents related to professional practice and education in audiology. <If not, explain.>


• course syllabi



• interviews with academic and clinical faculty, program director, on- and off-campus clinical supervisors/preceptors


3.3A An effective audiology program is planned and delivered in an organized, sequential, and integrated manner to allow each student to meet the program’s established learning goals and objectives and develop into an independent, competent audiologist.


Based on <specify sources used to verify>, the courses and clinical experiences are <not> organized and sequenced and allow for integration across all elements of the program.


• program of study and course sequence

• course syllabi

• website, catalogs (e.g., for information about prerequisites, course descriptions, program of study)


• student records

• interviews with academic and clinical faculty, program director, students, on- and off-campus clinical supervisors/preceptors

Guidance: For distance education and/or satellite components, verify and discuss that the typical academic program for the distance education and/or satellite program demonstrates the sequence of courses and clinical experiences, and includes any available variations, if different tracks are offered.

3.4A An effective audiology program is organized and delivered in such a manner that the diversity of society is reflected in the program.


Issues related to diversity are <not> infused throughout the academic and clinical program, which was verified by <specify sources>. <If not, explain.>


• course syllabi

• student records


3.5A An effective audiology program is organized so that the scientific and research foundations of the profession are evident.



A review of <describe sources used to verify> indicates that the program has <does not have> procedures used to verify that students obtain knowledge in the basic sciences, basic science skills (e.g., scientific methods, critical thinking), and the basics of communication sciences (e.g., acoustics, psychoacoustics and neurological processes of speech, language, and hearing). <if any area was not verified, explain.> The curriculum provides opportunities for students to understand and apply the scientific bases of the profession, understand and apply research methodology, become knowledgeable consumers of research literature, become knowledgeable about the fundamentals of evidence-based practice, and apply the scientific bases and research principles to clinical populations. This requirement was verified by <describe sources used to verify.> <If any area was not verified, explain.> The program includes <does not include> research and scholarship participation opportunities that are consistent with the mission and goals of the program. <If not, explain.>


• student records

• course syllabi

• catalogs

• vitae

• interviews with academic and clinical faculty, program director, students, alumni, administrators

Guidance: For distance education and satellite components, verify and discuss how scientific and research foundations are evident in the curriculum, and opportunities and expectations for students in the distance education and/or satellite components.

3.6A The clinical education component of an effective entry-level audiology program is planned for each student so that there is access to a base of individuals who may be served that is sufficient to achieve the program’s stated mission and goals. That base includes a variety of clinical settings, populations, and age groups. The comprehensive clinical experiences must include direct contact with individuals seeking services, consultation, recordkeeping, and administrative duties relevant to professional service delivery in audiology.


The program has <does not have> mechanisms in place to develop comprehensive plans of clinical educational experiences that provides students the opportunities to experience the breadth and depth of clinical practice. <If not, explain.>


Each student <does not> obtains experiences with different populations (individuals across the lifespan and continuum of care, from culturally and linguistically diverse backgrounds, who express various types and severities of changes in structure and function of the auditory and vestibular systems and related disorders). <If not, explain.>

Each student <does not> obtains a variety of clinical experiences in different work settings. <If not, explain.> Each student <does not> obtains experiences with appropriate equipment and resources. <If not, explain.> Each student <does not> learns from experienced audiologists who will serve as effective clinical educators. <If not, explain.> These requirements were verified by <describe sources used to verify.>


• student records


• interviews with on- and off-campus clinical supervisors/preceptors

Guidance: For distance education and satellite verify and discuss the sufficiency of the client/patient base available to distance education/satellite students.

3.7A An effective audiology program ensures that clinical education is provided in a manner that supports student development so that each student is prepared to enter independent professional practice. The type and structure of the clinical education are commensurate with the development of knowledge and skills of each student.


Based on <describe sources of evidence used>, the procedures used in clinical education <do not> ensure that student development is supported and that each student acquires the independence needed to enter professional practice. The clinical education component of the program is <not> structured to be consistent with the knowledge and skill levels of each student. <If not, explain.>


• student records

• interviews with academic and clinical faculty, program director, clinical coordinator,

students, alumni



• policies and procedures

• handbooks, catalogs

Guidance: Describe the process for ensuring appropriate levels of supervision, including direct observation (or supervision) of each diagnostic evaluation and all treatment sessions. For distance education and/or satellite components, verify and discuss the criteria used to identify qualified supervisors/preceptors for the distance education and/or satellite components.

3.8A Clinical education is provided in a manner that ensures that the welfare of each person served by a student and clinical educator team is protected and in accordance with recognized standards of ethical practice and relevant federal and state regulations.


The supervision provided to each student is <not> adjusted to ensure that the specific needs are met for each individual who is receiving services. <If not, explain.> The clinical education procedures <do not> ensure that the welfare of each person being served by the student and clinical educator team is protected. <If not, explain.> The services provided by the student and clinical educator team are <not> in accordance with current, recognized standards of ethical practice and relevant federal and state regulations. <If not, explain.> These requirements were verified by <describe sources used to verify.>


• student records



• interviews with academic and clinical faculty, program director, students, alumni, clinical coordinator, clients/caregivers, on- and off-campus clinical supervisors/preceptors

3.9A Clinical education obtained in external placements is governed by agreements between the program and the external facility and is monitored by program faculty.


Based on <describe sources used to verify>, the program has <does not have> evidence of valid agreements (written or electronic) with all active external facilities in which students are placed for clinical practicum experiences. <If not, explain>



• written agreements with active external facilities

• interviews with clinical coordinator, program director

The program has <does not have> written policies regarding the role of students in the selection of externship sites and the placement of students in the sites. <If not, explain> The program’s written policies <do not> describe the processes used by the program to select and place students in external facilities. <If not, explain> These requirements were verified by <describe sources used to verify>.



• handbooks


• Interviews with clinical coordinator, program director, students, alumni, off-campus

clinical supervisors/preceptors

The program’s written policies and procedures <do not> describe the processes used to determine whether a clinical site has the appropriate clinical population and personnel to provide an appropriate clinical education experience for each student. <Describe sources used to verify.>< If not, explain.>



• handbooks

• policies and procedures (selection and placement of students, protocol for monitoring

students, evaluation)



The program has <does not have> processes to ensure that the clinical education in external facilities is monitored by the program to verify that educational objectives are met. . <Describe sources used to verify.>< If not, explain.>


• policies (re. identification and ongoing evaluation of external facilities)

• procedures (selection and placement of students, protocol for monitoring students,

evaluation)

• handbooks

• evaluation summaries




Guidance:


For distance education and/or satellite components, verify and discuss the existence and monitoring of agreements for external facilities used for clinical education for students in the distance education and/or satellite components. This includes how coordination and monitoring of clinical education placements is accomplished for students in these components.

3.10A An effective entry-level audiology program ensures that its students know the expectations regarding their exercise of the highest level of academic and clinical integrity during all aspects of their education.


The program has <does not have> written policies and procedures that describe its expectations of student behavior with regard to academic and clinical conduct. <If not, explain.> The program has <does not have> policies and procedures that describe the processes used to address violations of academic and clinical conduct, including, but not limited to, plagiarism, dishonesty, all aspects of cheating, and violations of ethical practice. <If not, explain.> These requirements were verified by <describe sources of evidence used>.


• catalogs, policies and procedures

• interviews with academic and clinical faculty, program director, students, clinical

coordinator, on- and off-campus clinical supervisors/preceptors


Standard 3.0B Curriculum (Academic and Clinical Education) in Speech-Language Pathology

3.1B An effective entry-level professional speech-language pathology program allows each student to acquire knowledge and skills in sufficient breadth and depth to function as an effective, well-educated, and competent clinical speech-language pathologist (i.e., one who can practice within the full scope of practice of speech-language pathology). The education program is designed to afford each student with opportunities to meet the expectations of the program that are consistent with the program’s mission and goals and that prepare each student for professional practice in speech-language pathology.

Guidance: For distance education and satellite components, verify and discuss that the courses offered by distance education and/or satellite components is equivalent to those that are offered in the residential component, including number of credits, availability, sequence, etc.


A review of program course offerings showed that the program offers a curriculum leading to the <degree designator> degree in speech-language pathology that is <number> <semester/quarter> credit hours. <if there are multiple tracks (e.g., part-time, full-time, distance education, etc., indicate the credit hour expectations for each track if different).> The academic and clinical program are <not> offered on a regular basis so that students are able to satisfy degree and other requirements within the program’s published time frame. <if not, describe.> Typically, the achievement of the degree requires the completion of 2 years of graduate education or the equivalent. The curriculum <does not> provides opportunity for students to complete a minimum of 400 supervised clinical practice hours, including 25 hours in clinical observation; 325 of these hours can<not> be attained at the graduate level. The supervised clinical experiences are <not> distributed throughout the program of study. <If not, describe.>. The speech-language pathology program has <not> established a clear set of program goals and objectives that must be met for students to acquire the knowledge and skills needed for entry into professional practice. <If not, describe.> A clear process has <not> been established to evaluate student achievement of the program’s established objectives. <If not, describe.> The curriculum allows <does not allow>students to acquire the knowledge and skills necessary for entry into professional practice in speech-language pathology, consistent with the scope of practice for speech-language pathology, and across the range of practice settings. <If any element cannot be verified, describe.> The program is <not> offered in high quality learning environments that are learner centered, knowledge and skill centered, and assessment centered. Opportunities are <not> offered to qualify for state and national credentials that are required for entry into professional practice that


are consistent with the program mission and goals (e.g., state license, state teacher certification, national credential). These requirements were verified by <describe the evidence used to verify>.


• speech-language pathology curriculum

• mission and goal statements

• student files

• course syllabi

• website, catalogs (e.g., for information about course numbering, prerequisites)

• academic and clinical faculty, program director, students

• on- and off-campus clinical supervisors/preceptors

Based on a review of <describe all sources used to verify>, the plan of study <does not> encompasses all of the following domains: ● professional practice competencies; ● foundations of speech-language pathology practice; ● identification and prevention of speech, language, and swallowing disorders and differences; ● assessment of speech, language, and swallowing disorders and differences; ● intervention to minimize the impact for speech, language, and swallowing disorders and

differences. <If any domain area cannot be verified in whole or in part, please explain the detail in the relevant subsection below.>

3.1.1B Professional Practice Competencies The program <does not> provides content and opportunities for students to learn so that each student can demonstrate as expected the attributes and abilities for the following professional practice competency areas. <If any competency area cannot be verified, specify which one(s) and explain what was missing and what sources were used to verify.>

• Accountability

• Integrity

• Effective Communication Skills

• Clinical Reasoning

• Evidence-Based Practice

• Concern for Individuals Served

• Cultural Competence

• Professional Duty

• Collaborative Practice

3.1.2B Foundations of Speech-Language Pathology Practice The program <does not> includes content and opportunities to learn so that each student can demonstrate knowledge of the foundations of speech-language pathology practice. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>


Confirm that all foundations of speech-language pathology practice areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• discipline of human communication sciences and disorders;

• basic human communication and swallowing processes, including the appropriate

biological, neurological, acoustic, psychological, developmental, and linguistic and

cultural bases;

• ability to integrate information pertaining to normal and abnormal human development

across the life span;

• nature of communication and swallowing processes

o elements

▪ articulation;

▪ fluency;

▪ voice and resonance, including respiration and phonation;

▪ receptive and expressive language (phonology, morphology, syntax,

semantics, pragmatics, prelinguistic communication, and paralinguistic

communication) in speaking, listening, reading, writing, and manual

modalities;

▪ hearing, including the impact on speech and language;

▪ swallowing (oral, pharyngeal, esophageal, and related functions,

including oral function for feeding; orofacial myology);

▪ cognitive aspects of communication (e.g., attention, memory,

sequencing, problem solving, executive functioning);

▪ social aspects of communication (e.g., behavioral and social skills

affecting communication);

▪ augmentative and alternative communication.

o knowledge of the above elements includes each of the following:

▪ etiology of the disorders or differences,

▪ characteristics of the disorders or differences,

▪ underlying anatomical and physiological characteristics of the disorders

or differences,

▪ acoustic characteristics of the disorders or differences (where

applicable),

▪ psychological characteristics associated with the disorders or

differences,

▪ developmental nature of the disorders or differences,

▪ linguistic characteristics of the disorders or differences (where

applicable),

▪ cultural characteristics of the disorders or differences.

3.1.3B Identification and Prevention of Speech, Language, and Swallowing Disorders and Differences The program <does not> includes content and opportunities to learn so that each student can demonstrate knowledge of identification and prevention of speech, language, and swallowing disorders and differences. <If not all elements can be verified,


specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all identification and prevention of speech, language, and swallowing disorders and differences areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• principles and methods of identification of communication and swallowing disorders and differences,

• principles and methods of prevention of communication and swallowing disorders.

3.1.4B Evaluation of Speech, Language, and Swallowing Disorders and Differences The program <does not> includes content and opportunities to learn so that each student can demonstrate knowledge and skills in assessment across the lifespan for disorders and differences associated with speech, language, and swallowing disorders and differences. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all evaluation of speech, language, and swallowing disorders and differences areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• articulation;

• fluency;

• voice and resonance, including respiration and phonation;

• receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication, and paralinguistic communication) in speaking, listening, reading, writing, and manual modalities;

• hearing, including the impact on speech and language;

• swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myology);

• cognitive aspects of communication (e.g., attention, memory, sequencing, problem solving, executive functioning);

• social aspects of communication (e.g., behavioral and social skills affecting communication); and

• augmentative and alternative communication needs.

3.1.5B Intervention to Minimize the Effects of Changes in the Speech, Language, and Swallowing Mechanisms The program <does not> includes content and opportunities to learn so that each student can demonstrate knowledge and skills to provide intervention to minimize the effects of changes in the speech, language, and swallowing mechanisms. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>


Confirm that all intervention to minimize the effects of changes in the speech, language, and swallowing mechanisms. areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• intervention for communication and swallowing differences with individuals across the lifespan to minimize the effect of those disorders and differences on the ability to participate as fully as possible in the environment.

• intervention for disorders and differences of o articulation; o fluency; o voice and resonance, including respiration and phonation; o receptive and expressive language (phonology, morphology, syntax,

semantics, pragmatics, prelinguistic communication, and paralinguistic communication) in speaking, listening, reading, writing, and manual modalities;

o hearing, including the impact on speech and language; o swallowing (oral, pharyngeal, esophageal, and related functions, including oral

function for feeding; orofacial myology); o cognitive aspects of communication (e.g., attention, memory, sequencing,

problem solving, executive functioning); o social aspects of communication (e.g., behavioral and social skills affecting

communication); o augmentative and alternative communication needs.

3.1.6B General Knowledge and Skills Applicable to Professional Practice The program <does not> includes content and opportunities to learn so that each student acquires knowledge and skills in working with individuals with communication and swallowing disorders across the lifespan and by demonstration of general knowledge and skills applicable to professional practice. <If not all elements can be verified, specify the one(s) from the list below and explain. The team does not need to report on elements that were verified.>

Confirm that all general knowledge and skills applicable to professional practice areas listed below from the Requirements for Review could be verified. If not, identify the area(s) and explain.

• ethical conduct;

• integration and application of knowledge of the interdependence of speech, language, and hearing;

• engagement in contemporary professional issues and advocacy;

• processes of clinical education and supervision;

• professionalism and professional behavior in keeping with the expectations for a speech-language pathologist;

• interaction skills and personal qualities, including counseling and collaboration;

• self-evaluation of effectiveness of practice.


3.2B An effective speech-language pathology program is characterized by planning and organization, is reviewed systematically and on a regular basis, and is consistent with current knowledge and practice guidelines of the profession.


The curriculum is planned and based on current standards of speech-language pathology practice. <If not, explain.> The curriculum is based on current literature and other current documents related to professional practice and education in speech-language pathology. <If not, explain.> The curriculum is delivered using sound pedagogical methods. <If not, explain.> These requirements for the planning, basis, and delivery of the curriculum were verified by <describe the evidence used to verify>.


• course syllabi


• institutional program evaluation



Bases on <describe sources used to verify>, the curriculum is <not> reviewed systematically and on a regular basis. <If not, explain.> The review of the curriculum is <not> conducted by comparing existing plans to current standards of speech-language pathology practice, current literature, and other documents related to professional practice and education in speech-language pathology. <If not, explain.>


• course syllabi



• interviews with academic and clinical faculty, program director, on- and off-campus clinical supervisors/preceptors

3.3B An effective speech-language pathology program is planned and delivered in an organized, sequential, and integrated manner to allow each student to meet the program’s established learning goals and objectives and develop into a competent speech-language pathologist.

The site visitors were able to verify evidence to support verification of this standard.


The site visitors were able to verify partial evidence to support verification of this standard. The site visitors were not able to verify evidence to support verification of this standard.

Based on <specify sources used to verify>, the courses and clinical experiences are <not> organized and sequenced and allow for integration across all elements of the program.


• program of study and course sequence

• course syllabi

• website, catalogs (e.g., for information about prerequisites, course descriptions, program of study)


• student records

• interviews with academic and clinical faculty, program director, students, on- and off-campus clinical supervisors/preceptors

Guidance: For distance education and/or satellite components, verify and discuss that the typical academic program for the distance education and/or satellite components demonstrates the sequence of courses and clinical experiences, and includes any available variations, if different tracks are offered.

3.4B An effective speech-language pathology program is organized and delivered in such a manner that the diversity of society is reflected in the program.


Issues related to diversity are <not> infused throughout the academic and clinical program, which was verified by <specify sources>. <If not, explain.>


• course syllabi

• student records


3.5B An effective speech-language pathology program is organized so that the scientific and research foundations of the profession are evident.


A review of <describe sources used to verify> indicates that the program has <does not have> in place procedures used to verify that students obtain knowledge in the basic sciences, basic science skills (e.g., scientific methods, critical thinking), and the basics of communication


sciences (e.g., acoustics, psychoacoustics and neurological processes of speech, language, and hearing). <If any area was not verified, explain.> The curriculum provides opportunities for students to understand and apply the scientific bases of the profession, understand and apply research methodology, become knowledgeable consumers of research literature, become knowledgeable about the fundamentals of evidence-based practice, and apply the scientific bases and research principles to clinical populations. This requirement was verified by <describe sources used to verify.> <if any area was not verified, explain.> The program includes <does not include> research and scholarship participation opportunities that are consistent with the mission and goals of the program. <If not, explain.>


• student records

• course syllabi

• catalogs

• vitae

• interviews with academic and clinical faculty, program director, students, alumni, administrators

Guidance: For distance education and satellite components, verify and discuss how scientific and research foundations are evident in the curriculum, and opportunities and expectations for students in the distance education and/or satellite components.

3.6B The clinical education component of an effective entry-level speech-language pathology program is planned for each student so that there is access to a base of individuals who may be served that is sufficient to achieve the program’s stated mission and goals and includes a variety of clinical settings, populations, and age groups. The comprehensive clinical experiences must include direct contact with individuals seeking service, consultation, recordkeeping, and administrative duties relevant to professional service delivery in speech-language pathology.


The program has <does not have> mechanisms in place to develop comprehensive plans of clinical educational experiences that provides students the opportunity to experience the breadth and depth of clinical practice. <If not, explain.> Each student <does not> obtains experiences with different populations (individuals across the lifespan and continuum of care, from culturally and linguistically diverse backgrounds, who express various types and severities of changes in structure and function of the structure and function of the speech and swallowing mechanisms). <If not, explain.>

Each student <does not> obtains a variety of clinical experiences in different work settings. <If not, explain.>


Each student <does not> obtains experiences with appropriate equipment and resources. <If not, explain.> Each student <does not> learns from experienced speech-language pathologists who will serve as effective clinical educators. <If not, explain.> These requirements were verified by <describe sources used to verify.>


• student records




Guidance: For distance education and satellite components, verify and discuss the sufficiency of the client/patient base available to distance education/satellite students.

3.7B An effective speech-language pathology program ensures that clinical education is provided in a manner that supports student development so that each student is prepared to enter professional practice. The type and structure of the clinical education is commensurate with the development of knowledge and skills of each student.


Based on <describe sources of evidence used>, the procedures used in clinical education <do not> ensure that student development is supported and that each student acquires the independence needed to enter professional practice. The clinical education component of the program is <not> structured to be consistent with the knowledge and skill levels of each student. <If not, explain.>


• student records

• interviews with academic and clinical faculty, program director, clinical coordinator,

students, alumni





3.8B Clinical education is provided in a manner that ensures that the welfare of each person served by a student and clinical educator team is protected and in accordance with recognized standards of ethical practice and relevant federal and state regulations.


The supervision provided to each student is <not> adjusted to ensure that the specific needs are met for each individual who is receiving services. <If not, explain.> The clinical education procedures <do not> ensure that the welfare of each person being served by the student and clinical educator team is protected. <If not, explain.> The services provided by the student and clinical educator team are <not> in accordance with current, recognized standards of ethical practice and relevant federal and state regulations. <If not, explain.> These requirements were verified by <describe sources used to verify.>


• student records



• interviews with academic and clinical faculty, program director, students, alumni, clinical coordinator, clients/caregivers, on- and off-campus clinical supervisors/preceptors

3.9B Clinical education obtained in external placements is governed by agreements between the program and the external facility and is monitored by program faculty.


Based on <describe sources used to verify.>, the program has <does not have> evidence of valid agreements (written or electronic) with all active external facilities in which students are placed for clinical practicum experiences. <If not, explain>



• interviews with clinical coordinator, program director

The program has <does not have> written policies regarding the role of students in the selection of externship sites and the placement of students in the sites. <If not, explain> The program’s written policies <do not> describe the processes used by the program to select and place


students in external facilities. <If not, explain> These requirements were verified by <describe sources used to verify>.



• handbooks




The program’s written policies and procedures <do not> describe the processes used to determine whether a clinical site has the appropriate clinical population and personnel to provide an appropriate clinical education experience for each student. <Describe sources used to verify.>< If not, explain.>



• handbooks

• policies and procedures (selection and placement of students, protocol for monitoring

students, evaluation)



The program has <does not have> processes to ensure that the clinical education in external facilities is monitored by the program to verify that educational objectives are met. <Describe sources used to verify.>< If not, explain.>


• policies (re. identification and ongoing evaluation of external facilities)

• procedures (selection and placement of students, protocol for monitoring students,

evaluation)

• handbooks

• evaluation summaries




Guidance: For distance education and/or satellite components, verify and discuss the existence and monitoring of agreements for external facilities used for clinical education for students in the distance education and/or satellite components. This includes how coordination and monitoring of clinical education placements is accomplished.


3.10B An effective entry-level speech-language pathology program ensures that its students know the expectations regarding their exercise of the highest level of academic and clinical integrity during all aspects of their education.


The program has <does not have> written policies and procedures that describe its expectations of student behavior with regard to academic and clinical conduct. <If not, explain.> The program has <does not have> policies and procedures that describe the processes used to address violations of academic and clinical conduct, including, but not limited, to plagiarism, dishonesty, all aspects of cheating, and violations of ethical practice. <If not, explain.> These requirements were verified by <describe sources of evidence used>.


• catalogs, policies and procedures

• interviews with academic and clinical faculty, program director, students, clinical

coordinator, on- and off-campus clinical supervisors/preceptors


Standard 4.0 Students

4.1 The program criteria for accepting students for graduate study in audiology or speech-language pathology meet or exceed the institutional policy for admission to graduate study.


The admission criteria <does not> meet or exceed those of the institution and are <not> appropriate for the degree being offered. <If not, explain.> Policies regarding any exceptions to the criteria (such as "conditional" status) are <not> clearly explained and <not> consistently followed. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.


• websites (program, university)

• catalogs

• brochures

• academic calendars

• advertisements

• admission policies and procedures

• interviews with program director, students, alumni

Guidance: For distance education and satellite components, verify and discuss admissions requirements that are different from those for the residential program and the rationale for such.

4.2 The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate differences among individual students.


The curriculum and program policies and procedures for admission, internal and external clinical placements, and retention of students <do not> reflect a respect for and understanding of cultural, linguistic, and individual diversity. <If not, explain.> The program has <does not have> a policy regarding proficiency in spoken and written English and other languages of instruction and service delivery and all other performance expectations. <If not, explain.> The program’s language proficiency policy is <not> applied consistently. <If not, explain.>


The program has <does not have> a policy regarding the use of accommodations for students with reported disabilities. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.


• website

• graduate catalog

• clinic handbook


• course syllabi

• interviews with program director, academic and clinical faculty, clinical supervisors, administrators, students, alumni

Guidance: For distance education and satellite components, verify and discuss mechanisms that are used to evaluate students to ensure that they have the skills and competencies to perform in a distance learning environment and how accommodations are made for individual differences in the distance education and/or satellite environment.

4.3 The program has policies and procedures for identifying the need to provide intervention for each student who does not meet program expectations for the acquisition of knowledge and skills in the academic and clinical components of the program.


The program has <does not have> policies and procedures for identifying students who need intervention to meet program expectations for the acquisition of knowledge and skills in the academic component of the curriculum. The program has <does not have> policies and procedures for identifying students who need intervention to meet program expectations for the acquisition of knowledge and skills in the clinical component of the curriculum. <If not, explain.> The program has <does not have> policies and procedures for implementing and documenting all forms of intervention used to facilitate each student’s success in meeting the program’s expectations. <If not, explain.> The program’s policies and procedures for student intervention are <not> applied consistently across all students who are identified as needing intervention. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• course syllabi



• student records

• documentation of tracking and evaluation system

• interview with program director, academic and clinical faculty, clinical supervisors,

students, alumni

4.4 Students are informed about the program's policies and procedures, expectations regarding academic integrity and honesty, ethical practice, degree requirements, and requirements for professional credentialing.


Students are <not> informed regarding program policies and procedures, program expectations regarding academic integrity and honesty, program expectations for ethical practice, the degree requirements, and the current requirements for professional credentialing. <Describe evidence and areas not verified.>



• clinic handbook


• course syllabi

• specific documents (advising forms, degree requirements, certification requirements, licensure requirements, ethical practice requirements)

• interviews with program director, academic and clinical faculty, clinical supervisors, students, alumni

Guidance: For distance education and/or satellite components, verify and discuss that students in the distance education and/or satellite component are informed about policies and procedures, degree requirements, etc.

4.5 Students are informed about the processes that are available to them for filing a complaint against the program.


Students are <not> informed regarding the process and mechanism to file a complaint against the program within the sponsoring institution. <If not, explain.> Students are <not> aware of the process and mechanism, including contact information for the CAA, to file a complaint related to the program's compliance with standards for accreditation. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.




• clinic handbook

• policies & procedures

• website

• interviews with program director, academic and clinical faculty, clinical supervisors, students, alumni, administrators

The program maintains <does not maintain> a record of student complaints filed against the program within the sponsoring institution. <If not, explain.> The program maintains <does not maintain> a record of student complaints regarding any of the program's policies and procedures or regarding unlawful conduct and <does not> make these available to the CAA upon request. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.


• student complaint files



• interviews with program director, academic and clinical faculty, clinical supervisors, students, alumni, administrators

4.6 Students receive advising on a regular basis that pertains to both academic and clinical performance and progress.


The program maintains <does not maintain> records of advisement for each of its students. <If not, explain.> The program maintains <does not maintain> records demonstrating that students are advised on a timely and continuing basis regarding their academic and clinical progress. <If not, explain.> The program maintains <does not maintain> records demonstrating that any concerns about a student’s performance in meeting the program requirements, including language proficiency, are addressed with the student. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• clinic handbook



• student files

• databases or other tracking mechanisms

• interviews with students, alumni, academic and clinical faculty, program director

Guidance: For distance education and/or satellite components, verify and discuss that student advisement is conducted regularly and that students have access to faculty and support services; identify any effect on advisor workload.

4.7 The program documents student progress toward completion of the graduate degree and professional credentialing requirements.


The program maintains <does not maintain> complete and accurate records of all students’ progress during the entire time of their matriculation in the program. This was verified by <describe the evidence used to verify>.


• student files


• interviews with students, alumni, academic and clinical faculty, program director, administrative staff

The records for each student includes <does not include> documentation that demonstrates that the student has met all the academic, clinical, and other requirements for the degree and the credential(s) that are identified by the program in its mission and goals. This was verified by <describe the evidence used to verify>.



• student files


• interviews with students, alumni, academic and clinical faculty, program director, administrative staff

4.8 The program makes the documentation of student progress toward completing the graduate degree and meeting professional credentialing requirements available to its students to assist them in qualifying for the credential(s).



The program provides <does not provide> each student access to his or her own records upon request. <If not, explain.> The program makes <does not make> records available to program graduates and those who attended the program, but did not graduate. <If not, explain.> The availability of records for program graduates and those who attended the program but did not graduate are <not> consistent with the institution’s and the program’s policies regarding retention of student records. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.




• student files


• interviews with current and former students, alumni, academic and clinical faculty, program director, administrative staff

Guidance: For distance education and/or satellite components, verify and discuss accurate, complete and current documentation of student progress; access to student records; program policies for retention of student information for those students participating in these modalities.

4.9 Students are provided information about student support services available within the program and institution.


Based on <describe evidence used to verify>, students are <not> informed about the full range of student support services (beyond accommodations for disabilities addressed in Standard 4.2) available at the sponsoring institution. <If not, explain.>


• catalogs/handbooks

• websites

• interviews with students, alumni, academic and clinical faculty, program director, administrators

Guidance: For distance education and/or satellite components, verify and discuss that students have access to support services,

4.10 The program must adhere to its institutional policies and procedures to verify that a student who registers for a distance education course or program is the same student who participates in and completes the program and receives the academic credit.

The site visitors were able to verify evidence to support verification of this standard.


The site visitors were able to verify partial evidence to support verification of this standard. The site visitors were not able to verify evidence to support verification of this standard.

Guidance: Programs that do not offer distance education courses do not have to comply with this standard. (See sample language below.) Programs that offer one or more distance education courses must demonstrate compliance with all of the Requirements for Review, even if they are not offering 50% or more of the graduate academic courses via distance technologies.

The <audiology><speech-language pathology> program does not offer any course work via distance education technologies and, therefore, does not have to comply with this standard. This was verified by <describe the evidence used to verify>.

<OR>

The <audiology><speech-language pathology> program offers graduate course work via distance education and uses <indicate all that apply: the internet, one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communication devices, audio conferencing, video cassettes, DVD/CD-ROM (when used in a course in conjunction with any other technology)> as the means to deliver the course work and interact with all participants. This was verified by <describe the evidence used to verify>. The institutional policies regarding verification of a student's identity are <not> followed and implemented and <not> applied consistently. <If not, explain.> The <audiology><speech-language pathology> program makes <does not make> clear that the identities of students enrolled in a distance education course or program are protected. <If not, explain.> If there are fees associated with learning within a distance modality, students are <not> provided that information. <Describe what the fees are for (e.g., identity verification.)> <If students are not advised, explain.> These requirements were verified by <describe the evidence used to verify>.


• university catalogs

• student handbooks

• websites


• student files

• interviews with students, alumni, academic and clinical faculty, program director, administrators


Standard 5.0 Assessment

5.1 The program regularly assesses student learning.


The program assesses <does not assess> the achievement of student learning outcomes to determine student success in the acquisition of expected knowledge and skills. <If not, explain.> The program provides <does not provide> a learning environment that provides each student with consistent feedback. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• course syllabi

• student files


• graduate and employer surveys

• graduate exit interviews

• interviews with students, alumni, academic and clinical faculty, program director, on- and off-campus supervisors/preceptors

5.2 The program conducts ongoing and systematic formative and summative assessments of the performance of its students.


The program has <not> developed an assessment plan that is used throughout the program for each student, which includes <does not include> the purpose of the assessments and the variety of assessment techniques used, including both formative and summative methods. <If not, explain.> Assessments are <not> administered by multiple academic and clinical faculty members. <If not, explain.> The program uses <does not use> its assessments to evaluate and enhance student progress and acquisition of knowledge and skills. <If not, explain.> Student assessment is <not> applied consistently and systematically by the program. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.




• program student learning goals

• course syllabi

• student files


• interviews with students, alumni, academic and clinical faculty, program director, on- and off-campus supervisors/preceptors

Guidance: For distance education and/or satellite components, verify and discuss that the program conducts ongoing and systematic assessment of students in its distance education and/or satellite components.

5.3 The program administers regular and ongoing assessment protocols to evaluate the quality of the program and to facilitate continuous quality improvement.


The assessment protocols are <not> used to evaluate the academic and clinical aspects of the entire program. This was verified by <describe the evidence used to verify>.




• documentation of tracking and evaluation systems

• interviews with academic and clinical faculty, program director, on- and off-campus supervisors/preceptors, students, alumni, clients/caregivers

The program collects <does not collect> data from multiple sources (e.g., alumni, faculty, employers, off-site clinical educators, community members, individuals receiving services) and to evaluate the program’s success in achieving its goals, objectives, and the extent to which student learning outcomes have been met. <If not, explain.> The program systematically collects <does not collect> evaluations of the academic and clinical aspects of the program from students and use these to assess those aspects of the program. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.




• student, graduate and program assessment documents (e.g., graduate and employer surveys, feedback from external clinical facilities, client/caregiver feedback, community input)


• student evaluations


• outcome measures, such as program completion rate, praxis examination data, employment rate

• interviews with academic and clinical faculty, program director, on- and off-campus supervisors/preceptors, students, alumni, clients/caregivers

Based on <describe evidence used to verify> the program uses <does not use> the results of its assessment protocols to improve and refine the program goals and objectives and ensure alignment between the program’s stated goals and objectives and the measured student learning outcomes. <If not, explain.>





• interviews with academic and clinical faculty, program director, on- and off-campus supervisors/preceptors, students, alumni

Guidance: For distance education and/or satellite components, verify and discuss that regular and comprehensive assessment of the distance education and/or satellite components indicate program quality and opportunity for implementing program improvement.

5.4 The program uses the results of its ongoing programmatic assessments for continuous quality improvement and evaluates the improvements.


The program uses <does not use> programmatic assessment data to promote continuous quality improvement of the program. <If not, explain.> The program evaluates <does not evaluate> program improvements for congruence with its stated mission and goals. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.






5.5 The percentage of students who are enrolled on the first census date of the program and complete the program within the program’s published academic terms meets or exceeds the CAA’s established threshold.


The <audiology><speech-language pathology> program’s time frame to complete the program is (specify the number of academic terms for each track, as appropriate). The program met <did not meet> CAA’s established threshold which requires that at least 80% of students must have completed the program within the program's published time frame, as averaged over the three most recently completed academic years.. [If the program does not meet the 80% threshold then address the following:] The program provided <did not provide> an explanation and a plan for improving the results.] This requirement was verified by <describe the evidence used to verify>.



• student records

• student tracking summaries or database

• outcome measure summaries for program completion rate



5.6 The percentage of test-takers who pass the Praxis® Subject Assessments in audiology or speech-language pathology meets or exceeds the CAA’s established threshold.


The <audiology><speech-language pathology> program’s met <did not meet> the CAA’s established threshold, which requires that at least 80% of test-takers from the program pass the Praxis® Subject Assessment examination, as averaged over the three most recently completed academic years. [If the program does not meet the 80% threshold then address the following:] The program provided <did not provide> an explanation and a plan for improving the results.] This requirement was verified by <describe the evidence used to verify>.



• student records


• outcome measure summaries for praxis examination pass rate




5.7 The percentage of program graduates who are employed in the profession or pursuing further education in the profession within 1 year of graduation meets or exceeds the CAA’s established threshold.


The <audiology><speech-language pathology> program met <did not meet> the CAA’s established threshold, which requires that at least 80% of program graduates must be employed in the profession or pursuing further education in the profession within one year of graduation, as averaged over the three most recently completed academic years. [If the program does not meet the 80% threshold then the address the following] The program provided <did not provide> an explanation and a plan for improving the results.] This requirement was verified by <describe the evidence used to verify>.




• outcome measure summaries for employment rate


• interviews with academic and clinical faculty, program director, alumni

5.8 The program demonstrates how it uses the results of its analyses of success in meeting the established CAA thresholds for program completion rate, Praxis® Subject Assessments pass rate, and employment rate or the rate of continuation of education in the field for continuous quality improvement at the programmatic level.


The program analyzes <does not analyze> the student outcome data to determine whether the program is meeting or exceeding each established CAA threshold. <If not, explain.> The program uses <does not use> the results of these analyses to ensure continuous quality improvement. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.




• outcome measures for program completion rate, praxis examination data, employment rate

• interviews with academic and clinical faculty, program director


5.9 The program regularly evaluates and documents the results of the assessment of all faculty and staff to determine their effectiveness in delivering a thorough and current program.


The program evaluates <does not evaluate> the effectiveness of the faculty and staff in delivering the program through <describe mechanisms, processes>. Faculty and staff evaluations <do not> take place in a fair and systematic fashion that is consistent with institutional policy and procedures. <If not, describe the inconsistencies.> The program faculty are <not> actively involved in their evaluations in a manner that is consistent with institutional policy and procedures. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• university catalog/website


• student, graduate, and program assessments

• interviews with academic and clinical faculty, program director, administrators, students

Guidance: For distance education and/or satellite components, verify and discuss that faculty involved in the distance education and/or satellite component are regularly evaluated, students are involved in evaluation process, and results are shared with the faculty and used for continuous improvement.

5.10 The faculty and staff involved in delivering the program to students use the results of the evaluation of their performance to guide continuous professional development that facilitates the delivery of a high quality program.


The faculty and staff <do not> use the results of evaluations of performance to guide continuous professional growth and development. <If not, explain.> It is <not> evident that the growth and development of faculty and staff facilitate the delivery of a high quality program. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.






5.11 The individual responsible for the program of professional education seeking accreditation effectively leads and administers the program.


Based on <describe evidence used to verify>, the program director’s effectiveness in advancing the goals of the program and in leadership and administration of the program are <not> regularly evaluated. <If not, explain.>


• vitae

• organizational chart

• interviews with program director, academic and clinical faculty, administrators, administrative staff


Standard 6.0 Program Resources

6.1 The institution provides adequate financial support to the program so that it can achieve its stated mission and goals.


Based on a review of <specify>, budgetary allocation for the program(s) is <not> regular, appropriate, and sufficient to deliver a high quality program that is consistent with the mission and goals. There is <not> sufficient support for personnel, equipment, educational and clinical materials, and research activities. [If program is dependent on other budget sources include the following:] Funds received outside the usual university budgeting processes, <include an example of a source>, are <not> provided by consistent sources.] <If the program’s budget reflects a 10% variance, please describe.> <Describe areas not verified.>


• budget

• program mission and goals statements

• interviews with program director, administrators, academic and clinical faculty, administrative staff, students, alumni

Guidance: For distance education and/or satellite components, take into consideration and describe the impact on the financial resources allocated for all modes of educational delivery.

6.2 The institution provides adequate support to the program so that its faculty and staff have the opportunities to maintain continuing competence.


Based on <describe evidence used to verify>, support, incentives, and resources are <not> available for the continued professional development of the faculty. <If not, explain.> Based on <describe evidence used to verify>, opportunities for release time and/or travel support is <not> provided for faculty to maintain competence.


• budget

• interviews with program director, academic and clinical faculty, administrators

• availability of on-campus activities available for continuing education

• availability of release time and/or travel support for faculty


6.3 The program has adequate physical facilities (classrooms, offices, clinical space, research laboratories) that are accessible, appropriate, safe, and sufficient to achieve the program's mission and goals.


Program facilities are <not> adequate to deliver a program that is consistent with its mission and goals. <If not, explain.> The program facilities have <not> been evaluated and the program <does not> includes access and accommodations for the needs of individuals with disabilities, in accordance with federal regulations. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• interviews with program director, academic and clinical faculty, administrators, students, clients/caregivers

Guidance: For distance education and/or satellite consider and describe the adequacy of the physical facilities including accessibility, appropriateness, safety, and sufficiency.

6.4 The program's equipment and educational and clinical materials are appropriate and sufficient to achieve the program's mission and goals.


The quantity, quality, currency, and accessibility of materials and equipment are <not> sufficient to meet the mission and goals of the program. <If not, explain.> The program has <does not have> a process for reviewing and updating materials and equipment to determine whether the quantity, quality, and currency are sufficient to meet the mission and goals of the program. <If not, explain.> Equipment is <not> maintained in good working order. <If not, explain.> These requirements were verified by <describe the evidence used to verify>.



• inventories of major equipment and materials

• interviews with program director, academic and clinical faculty, clinical supervisors, administrators, students, clients/caregivers


Based on review of < mechanisms used to determine if equipment is in good working order, equipment calibration records, and interviews with <specify>>, any equipment for which there are ANSI or other standards-setting body requirements <does not> meets the expectations of the standard(s). <If not, explain.>

Guidance: For distance education and/or satellite components, consider and discuss the appropriateness and sufficiency of the equipment and materials for each modality.

6.5 The program has access to an adequate technical infrastructure to support the work of the students, faculty, and staff. The technical infrastructure includes access to the Internet, the online and physical resources of the library, and any streaming or videoconferencing facilities needed for the program to meet its mission and goals.


Based on <describe evidence used to verify> the program has <does not have> adequate access to a technical infrastructure that supports the work of the students, faculty, and staff. <If not, explain.> Access to the technical infrastructure helps the program meet its mission and goals. <If not, explain.>



• inventories of major equipment and materials

• interviews with program director, academic and clinical faculty, clinical supervisors, administrators, students, clients/caregivers, administrative and technical staff

Guidance: For distance education and/or satellite components, consider and discuss the appropriateness and sufficiency of the library and technology resources for each modality.

6.6 The program has access to clerical and technical staff that is appropriate and sufficient to support the work of the students, faculty, and staff. The access is appropriate and sufficient for the program to meet its mission and goals.


Based on <describe sources used to verify>, the program has <does not have> adequate access to clerical and technical staff to support the work of the students, faculty, and staff. <If not, explain.>


Access to the clerical and technical staff <does not> helps the program meet its mission and goals. <If not, explain.>



• interviews with program director, academic and clinical faculty, clinical supervisors, administrators, students, administrative and technical staff

Guidance: For distance education and/or satellite components, consider and discuss the appropriateness and sufficiency of the clerical and technical staff for each modality.


II. Verification of Public Comment/Public Meeting Announcement <Adapt the following description to match verification.> A copy of the announcement of the public meeting is included in the Appendices. This notice was posted in and around the building that houses the program, in hallways, and at entrances. The meeting was announced by faculty to their students. Clients and their families, members of the campus community, alumni, and the public were notified by the announcement’s publication in the campus newspaper, local/community newspapers, newsletters, other <specify>. Appendices 1. Accreditation Standards Inventory 2. Site Visit Agenda 3. Public Meeting Announcement

The Site Visit Team would like to acknowledge and thank the administration, program director, faculty, and students for their time, attention, and participation in the site visit process. The site visit is an integral part of the accreditation process, and serves to assist the CAA in meeting its mission – “to promote excellence in graduate education in the discipline of communication sciences and disorders for the professions of audiology and speech-language pathology through a peer review process of establishing and promulgating accreditation standards that encourage continuous quality improvement.”

Documents

SITE VISIT REPORT TEMPLATE & CHECKLIST 2017 …University Name – CAA Site Visit Report – Semester/Year> Page 1 of 60 SITE VISIT REPORT TEMPLATE & CHECKLIST 2017 STANDARDS FOR ACCREDITATION