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Implementation of the CAA's 2008 Standards: The Application Form 

This content was adapted from a webinar presented on October 17, 2007. Representatives from graduate education programs expected to file an accreditation application February 2008 were invited to participate. All programs seeking or continuing accreditation through the Council on Academic Accreditation (CAA) must file applications using the 2008 Standards for Accreditation.


  • Mary Anne Hanner, CAA Chair
  • Colleen M. O'Rourke, CAA Vice-Chair for Audiology
  • Glenn Waguespack, CAA Member
  • Staff:
    • Sue Flesher, Manager, Accreditation Administration
    • Tess Kirsch, Associate Director of Credentialing for Policy and Education
    • Patti Tice, Director of Credentialing

Session Objectives

  • Provide overview of 2008 Standards for Accreditation with focus on significant differences
  • Highlight new:
    • questions
    • question formats
    • content areas
    • (and) improved tables!
  • Respond to your questions about standards, the application form, suggested documentation for evidence of compliance

Webinar Materials

January 1, 2008

  • Implementation date for new accreditation standards
  • Programs must show evidence to support compliance with all 2008 standards
  • All CAA decisions after this date will be made based on a program's compliance with the 2008 standards

What's New in the 2008 Standards?

  • Major Changes
    • Added new standard category - "Assessment"
    • Primarily a re-organization
    • Divided Curriculum into 2 components:
      • 3.0A Audiology
      • 3.0B Speech-Language Pathology
    • Emphasis on quality indicators
      • Explicit knowledge & skill expectations
    • Removed explicit references to CCC and ASHA
      • Maintain a semi-autonomous relationship with ASHA
      • Accreditation and Certification are two different endeavors
  • Administrative Changes
    • Many edits for clarification, improved organization

Alternative Modes of Education Delivery

  • Programs must ensure that, regardless of the mode of delivery, all standards are met to ensure
    • quality is maintained across delivery modes, and
    • equivalent and appropriate access to necessary resources
  • New Standards (3.8 A/B, 4.5)

New Application Form!

  • Mechanism that CAA uses to evaluate a program's compliance with standards
    • Allows programs to "tell your story"
  • New format
    • More user-friendly; reduces redundancy
    • Question formats streamline responses
      • Many single-pick and multi-pick response options (rather than text responses)
      • Fewer narrative questions
    • Specific questions developed to separate out distance education and satellite components for (continued) accreditation

New or Targeted Questions

  • New questions/standards
  • Variety of question formats

Standard 1.0 - Administrave Structure and Governance

Standard 1.3 - The program develops and implements a long-term strategic plan.

  • New standard

Related application questions:

  • 1.3.1 Describe the process for creating and implementing the program's strategic plan.
  • 1.3.2 What methods are used to assure the congruence of the strategic plan with the mission of the institution?
  • 1.3.3 What methods are used to assure that the development of the strategic plan has the support of the university administration and reflects the role of the program within the community?
  • 1.3.4 Describe how the plan is evaluated and disseminated to faculty, students, alumni, and other interested parties.

Standard 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.

  • New: Requires public posting of student outcome measures
  • New: Programs are required to indicate how/where student outcome data is published
    • Program completion/Graduation rates
    • Employment rates
    • Praxis pass rates
  • Example: Question 1.7.5 Where are the program completion rates publicly posted? (Select all that apply.)
    • Application materials
    • Brochures
    • Catalog
    • Newsletters
    • Web site (provide URL): _________________
    • Other (specify): ________________________

Standard 2.0 - Faculty

Standard 2.1 - All faculty, including all individuals providing clinical supervision, are qualified and competent by virtue of their education, experience, and professional credentials to provide the academic and clinical education assigned by their program.

  • Both on-site and off-site supervisors must hold appropriate professional credentials (rather than only CCC) in professional area
  • Doctoral faculty must teach academic content of program
  • Removed minimum supervisor experience & continued professional development language from earlier draft, based on peer input

Related Application Questions:

  • 2.1.3 Indicate how the verification of supervisor certification is completed. (Select all that apply.)
    • Secure copy of ASHA membership card
    • Verify through ASHA
    • Other (specify): ____________________________
  • 2.1.4 Identify who is responsible for verifying that all clinical supervision of clock hours counted for ASHA certification requirements is provided by persons who currently hold the ASHA CCC in the appropriate area. (Select all that apply.)
    • Administrative assistant
    • Clinic director or coordinator
    • Faculty member
    • Program director
    • Student
    • Other (specify): _____________________________
  • 2.1.5 When does the program verify ASHA certification status for individuals providing supervision? (Select all that apply.)
    • Annually
    • Each semester/quarter
    • Prior to each student's placement
    • Other (specify): _______________________________

Standard 3.0 - Curriculum (Academic and Clinical Education)

  • Separate standards for Curriculum (Academic and Clinical Education)
    • Audiology: 3.1-3.8A
    • Speech-Language Pathology: 3.1-3.8B

Standard 3.1 A - Audiology Curriculum

  • Curriculum prepares students in full breadth and depth of scope of practice in Audiology
    • rather than "sufficient to permit students to meet ASHA-recognized national standards for entry into professional practice"
  • Must include sufficient didactic course work...typically requires 4 years of graduate education
    • Eliminates minimum semester credit hours for clinical doctoral program
    • Curriculum should support students' acquisition of listed knowledge, skills, and abilities (KSAs)
    • Encourages creativity and flexibility in designing a program of study that is consistent with program's own stated mission
  • Clinical experiences must comprise at least 25% of the program (in months), and a minimum of 12 months FTE (minimum 35 hrs./week), interspersed throughout graduate program
    • Does not include any undergraduate hours
  • Program responsible for designing, administering, and evaluating all clinical education for each student

Standard 3.1B - SLP Curriculum

  • Curriculum prepares students in full breadth and depth of scope of practice in SLP
    • rather than "sufficient to permit students to meet ASHA-recognized national standards for entry into professional practice"
  • Sufficient program to achieve knowledge and skills outcomes...typically two years of graduate education
    • Eliminates minimum credit hours
    • Encourages creativity and flexibility in designing a program of study that is consistent with program's own mission
  • Added knowledge and skills outcomes from skills validation study (last conducted in 1997)
  • Program is responsible for designing, administering, and evaluating all clinical education for each student

New Application Form - 3.0

  • Programs with both audiology and SLP curriculum will complete ALL of section 3 for EACH program
  • If your program offers only one accredited curriculum (audiology or SLP) you will fill out section 3 just once, for that area

Related Application Question

  • 3.1.2 Indicate the academic and clinical requirements for the degree, including the minimum number of graduate semester credit hours required to earn the degree.
    • The response is formatted into a table on page 26 of the application form.

Standard 4.0 - Students

  • New standard - 4.5 - relates to alternative modes of educational delivery
  • No substantive changes

Standard 5.0 - Assessment - New Section

  • Standard 5.1 - The program conducts ongoing and systematic formative and summative assessment of the performance of its current students.
    • Including feedback and remediation options
    • Current (1999) Std. 1.6
  • Standard 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.
    • Current (1999) Std. 1.7
  • Standard 5.3 - The program conducts regular and ongoing assessments of program effectiveness and uses the results for continuous improvement.
    • emphasizes using assessment results for program improvement (not sufficient to just collect data)
  • Standard 5.4 - The program regularly evaluates all faculty members and faculty uses the results for
    continuous improvement.
    • New standard

Related Application Questions

Standard 5.1

  • 5.1.1 Provide three examples of specific graduate student learning outcomes that have been developed by the program and describe how they are related to the mission of the program.
    • Description:
    • How related to the mission of the program:
  • 5.1.3 Provide examples of how the program evaluates students' academic and clinical progress using formative and summative assessments.
    • The responses are formatted into a table - see page 56 of the application.

Standard 5.3

  • Types of student, graduate, program assessment
  • The responses are formatted into tables on pages 62-65.
  • Some data are separated for residential, distance, and satellite programs (employment, Praxis, completion).

Standard 5.4

  • 5.4.4 Indicate the mechanisms used by the program to evaluate the academic and clinical teaching and scholarship competence and other professional expectations of faculty and the frequency with which they are used. (Select all that apply.)
    • Response is formatted in table on page 69 of the application.

Standard 6.0 - Program Resources

  • Formerly Standard 5.0
  • New number but not a new standard
  • Financial support data requested under 6.1
    • Added information about residential, distance, and satellite programs.


  • Faculty (Appendix III)
  • Curriculum Offerings (Appendix IV)
  • Knowledge and Skills in the Curriculum (Appendix V)
  • Clinical Population Table (Appendix VI)
  • Financial Resource Table (in 6.1)

Faculty Tables (Appendices III-A and III-B)

  • Data requested under Std. 2.2
  • Added breakout of faculty contribution to the graduate residential, distance, and satellite programs

Curriculum Offerings (Appendices IV-A and IV-B)

  • Data requested under 3.1A/3.1B
  • Breakout of student enrollment by mode of educational delivery - residential, distance, satellite

Knowledge and Skills in the Curriculum (Appendices V-A and V-B)

  • Data requested under 3.1A/3.1B
  • Indicate where students acquire the specific knowledge and skills.

Clinical Population Table (Appendices VI-A and VI-B)

  • Data requested under 3.7.2
  • Asks if the site is used for residential, distance, and/or satellite programs

FAQs - Accreditation Standards Implementation

  • Do 2008 standards apply to students who graduate after 2008 or those admitted after 2008?
    • 2008 Standards apply to academic programs, not student eligibility for certification.
  • When must the program have information about the program publicly posted?
    • Effective January 2008, program must demonstrate the method by which information is posted and that it is current and accurate; it will be verified during the site visit.

FAQs - Application Format-Administrative Issues

  • For electronic submission, can faculty CVs be sent as a separate appendix?
    • Yes, but the CV must be presented in the format provided in Appendix II and should not exceed 3 pages in length.
  • For response questions that require yes/no answers, must an explanation accompany the 'yes' response?
    • Some questions require a response for a yes answer and are indicated as such in the text box. Others require a response only for no answers and are also indicated in the text box.

FAQs - Faculty Qualifications

  • Would a staff member who is ABD be considered doctoral faculty?
    • No, the degree must have been granted to be considered doctoral faculty.
  • Do supervisors require a specific amount of experience?
    • The CAA does not require specified amounts. The program must establish appropriate qualifications and experience.
  • The revised standards separate CAA requirements from those for ASHA certification. How does the program verify clinical supervision of clock hours counted for ASHA certification is provided by persons who hold ASHA CCC?
    • The program must demonstrate how it ensures that graduates are able to acquire knowledge and skills for entry into professional practice and to meet relevant licensure and certification standards. One way to accomplish this is to verify appropriate credentials of those providing supervision for the purpose of ASHA certification.

FAQs - Curriculum

  • Can any clinical contact hours at the undergraduate level be counted in the area of SLP?
    • For SLP students must complete a minimum of 400 clinical hours of which 325 must be at the graduate level. It is possible that 75 of the 400 could be obtained at the undergraduate level.
  • Are the requirements the same for audiology hours?
    • Doctoral curriculum must include a minimum of 12 months full -time equivalent of supervised clinical experiences throughout the program of study. The entire 12 months equivalent must be completed as part of the doctoral program.

Next Application Webinar

Expected to be in late Spring for programs submitting an application in August 2008


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