CAA Annual Report Help

General Information Section

Question: Institutional Information/Institution Description

Tip: The program's regional accreditation is displayed based on information provided by the program prior to the initiation of this report. To update this information, contact hes@asha.org.

Question 5: Including the accredited program(s), provide a list of the other CSD programs housed in the same department as the accredited program.

Tip: If the accredited program is the only program housed in the department, please list that program.

Question 6: Does your program collect demographic data on students by their race and ethnicity status?

Tip:

• If you respond with anything other than a "Yes" to this question, then you will be require to respond to a follow-up question regarding gender data.
• If you change the response to this question once the data has been saved, you will receive the following warning message: "By changing your response to this question you will clear any student count data previously entered into the Higher Education Data System. You will need to re-enter the data for that question." You will then be required to confirm that you want to change your earlier response.
• Once you have confirmed that you wish to change your response, any student data in any of the currently active instruments (i.e., surveys, applications, reports) for your program will be cleared. Previously completed and submitted instruments will not be affected.

Question 7: Does your program collect demographic data on students by their gender status?

Tip:

• The gender question is disabled by default. If you respond with anything other than a "Yes" to this question, then the gender question will be enabled and require a response before you are allowed to proceed to the next page.
• If you change the response to this question once the data has been saved, you will receive the following warning message: "By changing your response to this question you will clear any student count data previously entered into the Higher Education Data System. You will need to re-enter the data for that question." You will then be required to confirm that you want to change your earlier response.
• Once you have confirmed that you wish to change your response, any student data in any of the currently active instruments (i.e., surveys, applications, reports) for your program will be cleared. Previously completed and submitted instruments will not be affected.

Question 8: Provide information to show the number of students in other CSD degree programs (i.e., those not included in CAA accreditation) for the most recently completed academic year.

Tip: Data provided in this table should reflect the number of students in CSD programs that are not included in the program for which CAA accreditation is sought. Examples may include a master's level audiology program, a doctoral level speech-language pathology program, or a research doctoral program.

For more information about the CAA's scope of accreditation see Recognition and Scope

Question 14: Are graduate courses for the entry-level graduate program available through distance education?

Tip: Accreditation of entry-level graduate programs by the CAA is based on information and conditions that are current at the time accreditation is granted. Distance education has an impact on the accredited program and its resources. For the purpose of accreditation, reporting distance education (DE) is defined on the CAA Web page under Substantive Changes. Accreditation standards 3.8A and 3.8B require that the program provide evidence that all curriculum standards are met, regardless of mode of delivery. Accreditation standard 4.5 requires that the program provide evidence that all student standards are met, regardless of mode of delivery. For more information, please review the CAA Accreditation Standards.

Question 15: Is the graduate program or a component of the program offered through a satellite or branch campus?

Tip: Accreditation of entry-level graduate programs by the CAA is based on information and conditions that are current at the time accreditation is granted. Satellite locations or branch campuses have an impact on the accredited program and its resources. For the purpose of accreditation, reporting a satellite location or branch campus of an accredited program is defined on the CAA Web page under Substantive Changes. Accreditation standards 3.8A and 3.8B require the program to provide evidence that all curriculum standards are met, regardless of mode of delivery. Accreditation standard 4.5 requires the program to provide evidence that all student standards are met, regardless of mode of delivery. For more information, please review the 2008 Standards for Accreditation.

Question 16: If the program responded "Yes, 50% or more of the academic credit hours" for the entry-level graduate program are offered at a satellite or branch campus, provide the following information for each satellite or branch campus.

Tip: For all satellite/branch campuses, including those located outside of the region of the home campus, the program must verify that all locations, in which its academic components are housed, including official satellite campuses outside of the United States, are regionally accredited. Where satellite campuses exist outside of the United States, and the university does not hold US regional accreditation, indicate "other" for regional accreditation. For programs in countries outside the United States, the CAA will determine an alternative and equivalent external review process.

Note:

The institutional agreement related to this application also applies to all satellite/branch campuses located outside of the United States and indicates that the administrative policies of the institution of higher education and the education program comply with all applicable federal, state, and local laws, regulations, and executive orders, prohibiting discrimination, including harassment, against students, staff, and clients on the basis of race, color, religion, sex, national or ethnic origin, physical or mental disability or condition, age, sexual orientation, status as a parent, and status as a covered veteran. These laws, regulations and executive orders include the Americans with Disabilities Act of 1990 (PL 101-336), the Civil Rights Act of 1964, the Equal Pay Act, the Age Discrimination in Employment Act, the Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972 (to the Higher Education Act of 1965), the Rehabilitation Act of 1973, the Vietnam-Era veterans Readjustment Assistance Act of 1974, and all amendment to the foregoing.

Entities comprising a consortium are not considered satellite/branch campuses. All consortia are considered new programs and require evaluation and accreditation separate from any other existing accredited programs .

For more information, please see Consortia.

Question 17: Is the graduate program offered as part of a consortium?

Tip: Graduate programs may consist of, or be located under, a single administrative entity (institution, school, department, agency, etc.) or may take the form of a consortium composed of multiple independently administered entities. For purposes of this policy, a consortium is defined as an arrangement between or among institutions of higher education. Each institution forming the consortium is termed a member entity. All consortia are considered new programs and require evaluation and accreditation separate from any other existing accredited programs .

Also see Consortia.

Standard 1.0 - Administrative Structure and Governance

Question (Std. 1.1): The applicant institution of higher education holds regional accreditation.

Tip: Please see Implementation of Standard 1.1 for interpretations or explanations of the standard and/or guidance on how to document compliance. For programs in countries outside the United States, the CAA will determine an alternative and equivalent external review process.

The consortium program must prepare students for entry into professional practice and offer a master's degree in speech-language pathology or a clinical doctoral degree in audiology.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question 1.1.1: List all institutions participating in the consortium, the regional accreditation for the participating entity and which entity(s) will be granting the degree.

Tip: All consortium member entities must be housed in institutions of higher education that hold regional accreditation from one of the following six regional accrediting bodies:

• Middle States Association of Colleges and Schools, Middle States Commission on Higher Education
• New England Association of Schools and Colleges, Commission on Institutions of Higher Education
• North Central Association of Colleges and Schools, The Higher Learning Commission
• Northwest Commission on Colleges and Universities
• Southern Association of Colleges and Schools, Commission on Colleges
• Western Association of Schools and Colleges, Accrediting Commission for Senior Colleges and Universities

For programs in countries outside the United States, the CAA will determine an alternative and equivalent external review process.

The consortium program must prepare students for entry into professional practice and offer a master's degree in speech-language pathology or a clinical doctoral degree in audiology. Consortium member entities must have formally agreed, in writing (e.g., memorandum of agreement, contract), to pool resources to conduct the graduate consortium program.

Please see Implementation of Standard 1.1 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 1.2): The program's mission and goals are consistent with CAA standards into professional practice (3.1A and/or 3.1B) and with the mission of the institution.

Tip: Please see Implementation for Standard 1.2 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 1.3): The program develops and implements a long-term strategic plan.

Tip: Please see Implementation of Standard 1.3 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 1.4): The program's faculty has authority and responsibility for the program.

Tip: For the purpose of the accreditation standards the term faculty, unless otherwise qualified, is meant to include faculty members (tenure-track and non-tenure-track), lecturers, clinical supervisors, and all other instructional staff members who are employees of the program. This term does not apply to off-site clinical supervisors, preceptors, internship mentors, or similar personnel who do not hold employment contracts with the institution of higher education.

Please see Implementation of Standard 1.4 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question 1.4.5: Where is the program administratively housed?

Tip: Indicate where the CSD program is administratively housed within the institution. Below are examples of the names of administrative units for each of the response alternatives provided for this survey question.

Allied Health; Health Sciences; Health Professions; Public Health
Examples: School of Allied Health Professions
College of Allied Health Sciences
College of Health & Human Services
College of Health Sciences

Arts; Sciences; Humanities; Social and Behavioral Sciences
Examples: College of Arts and Sciences
College of Applied Sciences
College of Humanities
College of Liberal Arts
College of Social and Behavioral Sciences

Audiology; Speech-Language Pathology; Communication Disorders
Select this response alternative if the program is administered as its own college/school within an institution whereby the program director serves as the Dean of the College/School of Audiology, SLP, SHS, or CSD.

Communication; Fine Arts
Examples: School of Communication
College of Fine & Applied Arts
College of Fine & Professional Arts

Education
Examples: College of Education
College of Education and Human Services

Medicine
Examples: College of Medicine
School of Medicine

Professional Programs/Studies
Examples: College of Applied Professional Studies
School of Graduate and Professional Studies
College of Professional Studies

Question (Std. 1.5): The individual responsible for the program(s) of professional education seeing 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 effectively leads and administers the program(s).

Tip: Please see Implementation of Standard 1.5 interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 1.6): Students, faculty, staff and persons served in the program's clinic are treated in a nondiscriminatory manner - that is, without regard to race, color, religion, sex, national origin, participation restriction, age, sexual orientation, or status as a parent. The institution and program comply with all applicable laws, regulations, and executive orders pertaining thereto.

Tip: Please see Implementation for Standard 1.6 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 1.7): The program provides information about the program and the institution to students and to the public that is current, accurate, and readily available.

Tip: Please see Implementation of Standard 1.7 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Note:

All references to accreditation of this program must specify the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) as indicated in the CAA Policy on Public Notice of Accreditation Status.

Standard 2.0 Faculty

Question (Std. 2.1): All faculty members, 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 assigned by the program.

Tip: Please see Implementation of Standard 2.1 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question 2.1.1: Faculty Reporting List - Add/Edit/Remove Faculty

Tip: In this document, the term faculty, unless otherwise qualified, is meant to include faculty members (tenure-track and non-tenure-track), lecturers, clinical supervisors, and all other instructional staff members who are employees of the program. This term does not apply to off-site clinical supervisors, preceptors, internship mentors, or similar personnel who do not hold employment contracts with the institution of higher education. List only those supervisors who are employees of the university.

There are two unique reporting lists that must be updated before completing faculty listings:

Faculty Reporting List - This list appears within the CAA Accreditation Application and Annual Report instrument and must only contain the names of the faculty who contribute to the graduate education program for which you are seeking accreditation. To add, edit or remove faculty, you must click the " Add/Edit/Remove " button which takes you to the "Total Faculty List" and follow the instructions listed below under "Total Faculty List". Once the Faculty Reporting List has been updated, proceed to answer questions about each faculty by clicking on the "GO" button and providing the requested information.

Total Faculty List - This should be a comprehensive list of faculty members (tenure-track and non-tenure-track; full-time and part-time), lecturers, clinical supervisors, and all other instructional staff members who are employees of all communication sciences and disorders degree programs (undergraduate, master's and/or doctoral). Off-site clinical supervisors, preceptors, internship mentors, or similar personnel who do not hold employment contracts with the institution of higher education should not be included on this list.

Add/Edit/Remove Faculty instructions:

Add/Edit/Remove button will direct the user to the "Total Faculty List". This listing includes all faculty (undergraduate, graduate, post-graduate) in the CSD programs that are employed by the institution. IMPORTANT INSTRUCTION: You must click on each faculty name (hyperlink) to update/verify information and to select the individuals on which data should be reported to the CAA Accreditation Application or Annual Report. In order for individuals to appear as selected for the CAA report, you must enter each individual's hyperlink, verify that the "Check to Add Individual to Faculty Reporting List" checkbox is selected and click "save" even if you have not updated or changed information.

Search/Add Faculty to List button allows the user to search the ASHA database for individuals and add them to the Total Faculty List. The user may search by last name or ASHA account number. Search results will be displayed in alphabetical order by last name. To include individuals in the "Total Faculty List" the user must click "Add as Faculty" hyperlink (next to the individual's name). The user will then be directed to the Edit Faculty screen to provide updated faculty information. NOTE: Name changes may be reported only by the individual directly to ASHA.

Add a New Individual Record button allows the user to add a new record for an individual that has not been found in the ASHA database and add that individual to the Total Faculty List. When adding a new record, additional questions must be answered to complete and save the record for the new individual.

To remove faculty from the "Total Faculty List," click in the checkbox adjacent to that individual's name and under the column heading "Check to remove from Total Faculty List."

Important Note:

• FTE reported must represent faculty contribution to the graduate program only. If faculty contributes a portion of their FTE to an undergraduate or other graduate program, FTE to the accredited graduate program must be less than 100%. For example; if Dr. B teaches 4 graduate courses (2 each semester) and supervises practicum for 25% of her load each semester and teaches 2 undergraduate classes (1 each semester), her contribution to the graduate program would be 25%.
• Information provided about faculty will result in one compiled report "Individual Faculty Detail and the Faculty Summary". These reports will be produced by the HES system as part of the program's Confirmation Report.
• Faculty included in this section of the application will create a list of faculty from which the program can select to assign to courses later in this application.

You may wish to download a worksheet of this section to collect data for each faculty member contributing to the graduate program for which you are seeking accreditation.

Question 2.1.1b: Employment Status (full- or part-time)

Tip: Employment status is based on the individual's status assigned by the university.

Question 2.1.1j: List activities related to clinical service delivery over the past 3 years.

Tip: Clinical service delivery is defined as providing services as an SLP or audiologist in a clinical setting.

Question 2.1.1l: List professional development completed within the past three years. Provide the title/topic of activities (can include continuing education activities, attendance at professional meetings, completion of course work, in-services).

Tip: Provide information for the past three years only. When updating this information, verify pre-populated data to reflect those activities for the most recent year and the two years prior.

Question 2.1.1n: Provide the percentage (displayed in decimals) of FTE breakout allocated to the graduate program for the most recently completed academic year. Enter "0" where no time has been allocated for a particular area. If a percentage of FTE is contributed to a program other than the accredited graduate program, the FTE reported must total only the percent of FTE contribution to the accredited graduate program. For example, if a full-time faculty member contributes .25 to the undergraduate CSD program, then the total FTE contribution breakout to the graduate program (below) should equal .75.)

Tip: If the faculty member has a full-time assignment at the university, considering their entire assignment, determine what proportion of the assignment is in the graduate program. For example, if the faculty member is assigned 6 courses during the year and 4 of those courses are graduate courses, the proportion of the assignment to the graduate program would be 66%. If the courses and practicum are assigned by credit units and the full time faculty member is assigned 20 credit units for the year and 15 are for the graduate program, the proportion of the assignment to the graduate program would be 75%.

The designation for "Combined residential + other mode of delivery" should be used when reporting FTE breakout for classroom teaching, supervision, or research when it is provided via distance education technology at the same time as the delivery of that activity to the residential program (i.e., delivery of classroom teaching in the residential classroom and via distance education technology to a satellite/branch campus.)

Question (Std. 2.2): The number of full-time doctoral-level faculty in speech-language pathology, audiology, and speech, language, and hearing sciences and other full- and part-time faculty is sufficient to meet the teaching, research, and service needs of the program and the expectations of the institution. The institution provides stable support and resources for the program's faculty.

Tip: Please see Implementation of Standard 2.2 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question 2.2.3: Are the current number and FTE of doctoral and other faculty sufficient to administer the graduate program of study?

Tip: The CAA does not require a specific student to faculty ratio. The program must provide evidence of faculty sufficiency that allows the program to meet its stated mission and goals and deliver appropriate courses and clinical experiences on a regular basis so that students may satisfy the degree requirements within the published time frame.

When reporting FTE for faculty holding a master's degree and adjunct's the program must provide a compelling rationale for instruction provided by these individuals.

Question 2.2.24: How many students enrolled in the entry-level professional level degree program for the most recently completed academic year (fall through and including summer). Enter "0" where no enrollments occurred for a given category.

Tip: Where pre-population occurs as a result of data provided to a previous HES instrument (i.e., Graduate Guide, CAPCSD Demographic Survey, etc.), the program should review and provide updates and verify system generated totals. These data are collected at the "degree designator" level. If your program provides more than one degree designator for the accredited graduate entry-level program, these data must be presented at that level. Total student enrollment for degree designators will be generated by the system and presented in the program's confirmation report.

Question 2.2.25: Of the total number of enrolled graduate students reported (above) for the entry-level professional degree program, provide information about the number of graduate students currently enrolled in the distance education program for the most recently completed academic year (fall through and including summer). Enter "0" where no students were enrolled.

Tip: For the purpose of accreditation, Distance Education is specifically defined in the CAA Substantive Change Policy. Data provided should not include student enrollment reported for the residential program or a satellite program in order to to avoid "double counting" of students to the program totals. Student data may include students receiving instruction at a satellite location via distance education technology.

Question 2.2.26: Of the total number of enrolled graduate students reported (above) for the entry-level professional degree program, provide information about the number of graduate students currently enrolled in the satellite program for the most recently completed academic year (fall through and including summer).

Tip: For purposes of accreditation, Satellite or Branch Campus is specifically defined in the CAA Substantive Change Policy. Student data for the satellite program does not include students receiving instruction at a satellite location via distance education technology.

Question (Std. 2.3): Faculty members maintain continuing competence.

Tip: Please see Implementation of Standard 2.3 for interpretations or explanations of the standards and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Standard 3.0 Curriculum

Question (Std. 3.1): The curriculum (academic and clinical education) is consistent with the mission and goals of the program and prepares students in the full breadth and depth of the scope of practice in <audiology> <speech-language pathology>.

Tip: Please see Implementation for Standard 3.1A (Audiology) and Implementation for Standard 3.1B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question: Instructions to Individual Course Screen

Tip: The list of courses provided in this section create a separate "profile" for each course in which the program will provide additional data relevant to that course. List courses that are offered for the accredited graduate program only. Information provided in this section will be compiled into reports for the Course Sequence, Course Summary, and the Summary of Knowledge and Skills within the Curriculum and are generated by the HES system as part of the program's Confirmation Report. You may wish to download a worksheet of this section to collect data for each graduate course offering.

Important Note:

Before completing this section, please complete Standard 2.0 - Faculty section of the application. The drop-down listing of instructors from which the program will select the instructor assigned to each course is developed from the list of faculty provided in responses to Standard 2.0 - Faculty.

Question 3.1.1g: Number of students enrolled

Tip: Provide the average number of students typically enrolled in the course when it is offered. For courses that are offered to a residential classroom and simultaneously to a satellite location via distance education technology (video-feed), record data in the row entitled "Combined residential and other mode of instructional delivery."

Question 3.1.1k: Select the instructors assigned to teach this course.

Tip: Before completing this section, please complete Standard 2.0 - Faculty section of the application. The drop-down listing of instructors from which the program will select the instructor assigned to each course is developed from the list of faculty provided in responses to Standard 2.0 - Faculty.

Question (Std. 3.2): Academic and clinical education reflects current knowledge, skills, technology, and scope of practice. The curriculum is regularly reviewed and updated. The diversity of society is reflected throughout the curriculum.

Tip: Please see Implementation for Standard 3.2A (Audiology) and Implementation for Standard 3.2B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 3.3): The scientific and research foundations of the profession are evident in the curriculum.

Tip: Please see Implementation for Standard 3.3A (Audiology) and Implementation for Standard 3.3B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 3.4): The academic and clinical curricula reflect an appropriate sequence of learning experiences.

Tip: Please see Implementation for Standard 3.4A (Audiology) and Implementation for Standard 3.4B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 3.5): Clinical supervision is commensurate with the clinical knowledge and skills of each student, and clinical procedures ensure that the welfare of each person served by students is protected, in accord with recognized standards of ethical practice and relevant federal and state regulations.

Tip: Please see Implementation for Standard 3.5A (Audiology) and Implementation for Standard 3.5B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 3.6): Clinical education obtained in external placements is governed by agreements between the program and the external facility and is monitored by program faculty.

Tip: Please see Implementation for Standard 3.6A (Audiology) and Implementation for Standard 3.6B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 3.7): The clinical education component of the curriculum provides students with access to a client/patient base that is sufficient to achieve the program's stated mission and goals and includes a variety of clinical settings, client/patient populations, and age groups.

Tip: Please see Implementation of Standard 3.7A (Audiology) and Implementation for Standard 3.7B (SLP) for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Standard 4.0 Students

Question (Std. 4.1): The program criteria for accepting students for graduate study in audiology and/or speech-language pathology meet or exceed the institutional policy for admission to graduate study.

Tip: Please see Implementation for Standard 4.1 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 4.2): The program makes reasonable adaptations in curriculum, policies, and procedures to accommodate differences among individual students.

Tip: Please see Implementation for Standard 4.2 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 4.3): Students are informed about the program's policies and procedures, degree requirements for professional credentialing, and ethical practice. Students are informed about documented complaint processes.

Tip: Please see Implementation for Standard 4.3 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 4.4): Students receive advising on a regular basis that pertains to both academic and clinical performance and progress. Students also are provided information about student support services.

Tip: Please see Implementation for Standard 4.4 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Standard 5.0 Assessment

Question (Std. 5.1): The program conducts ongoing and systematic formative and summative assessment of the performance of its current students.

Tip: Please see Implementation for Standard 5.1 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 5.2): The program documents student progress toward completion of the graduate degree and professional credentialing requirements and makes this information available to assist students in qualifying for certification and licensure.

Tip: Please see Implementation for Standard 5.2 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 5.3): The program conducts regular and ongoing assessments of program effectiveness and uses the results for continuous improvement.

Tip: Please see Implementation for Standard 5.3 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question 5.3.7: Beginning with the most recently completed academic year, provide Praxis Examination pass rate data for the previous three periods/testing-cycles for graduates of the program. Provide data for graduates previously enrolled in the residential program.

Tip: Praxis Exam Scores should be provided for graduates only. To reference the national averages, see National Summary Report for Praxis Data

The program may choose one of the following options for reporting Praxis scores:

• ETS - These data are obtained from ETS (To contact ETS see Praxis Contact Information), OR
• Program - These data are provided by students to the program

Question 5.3.9: Beginning with the most recently completed academic year, provide the average program completion rates for the graduation cohorts in the last 3 years (based on enrollment data), within the program's published expectation for length of time for students to complete the degree. Provide data for graduates previously enrolled in the residential program.

Tip: For enrolled graduate students who started the program in each of the last three years, indicate the number of students for each year that completed in the expected time frame, indicate the number of students that completed later than expected, and the number of students who did not complete. The program should be able to predict, based on the expected length of time to finish for full-time and part-time students, which students should graduate within a given year. For example, if the full-time program takes 2 years and a part-time program typically takes 4 years, report the full-time students who started 2 years ago and the part-time students who started 4 years ago.

Question 5.3.17: Beginning with the most recently completed academic year, provide Praxis Examination pass rate data for the previous three periods/testing-cycles for graduates of the program. Provide data for graduates previously enrolled in the distance education program.

Tip: Praxis Exam Scores should be provided for graduates only. To reference the national averages, see National Summary Report for Praxis Data

The program may choose one of the following options for reporting Praxis scores:

• ETS - These data are obtained from ETS (To contact ETS see Praxis Contact Information), OR
• Program - These data are provided by students to the program

Question 5.3.27: Beginning with the most recently completed academic year, provide Praxis Examination pass rate data for the previous three periods/testing-cycles for graduates of the program. Provide data for graduates previously enrolled in the satellite program.

Tip: Praxis Exam Scores should be provided for graduates only. To reference the national averages, see National Summary Report for Praxis Data

The program may choose one of the following options for reporting Praxis scores:

• ETS - These data are obtained from ETS (To contact ETS see Praxis Contact Information), OR
• Program - These data are provided by students to the program

Question (Std. 5.4): The program regularly evaluates all faculty members and faculty uses the results for continuous improvement.

Tip: Please see Implementation for Standard 5.4 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Standard 6.0 Program Resources

Question (Std. 6.1): The institution provides adequate financial support to the program so that the program can achieve its stated mission and goals.

Tip: Please see Implementation for Standard 6.1 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 6.2): 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.

Tip: Please see Implementation for Standard 6.2 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Accreditation Standards

Question (Std. 6.3): The program's equipment and educational/clinical materials are appropriate and sufficient to achieve the program's mission and goals.

Tip: Please see Implementation for Standard 6.3 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation

Question (Std. 6.4): The program has access to clerical and technical staff, support services, and library and technology resources that are appropriate and sufficient to achieve the program's mission and goals.

Tip: Please see Implementation for Standard 6.4 for interpretations or explanations of the standard and guidance on how to document compliance.

For information about frequently asked questions see: Frequently Asked Questions: 2008 Standards for Accreditation