American Speech-Language-Hearing Association

Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA)

Candidacy Manual

III. Candidacy Application Instructions

General Instructions | Required Appendices

Introduction

A program seeking candidacy must submit a formal application to the CAA no later than 18 months prior to proposed date for student enrollment. An application fee must accompany the application when submitted. All accreditation review materials, including the application and related correspondence, must be provided in and site visits conducted in English. The service of a translator or translation of documents will be the program's responsibility and at its expense. Please refer to the Candidacy Manual for review process details and time lines.

Programs Submitting Application for Both Audiology and Speech-Language Pathology

Programs seeking candidacy for both an eligible audiology and speech-language pathology graduate program are required to provide separate responses related to each program of study for all questions presented under Standard 3.0. Applications received without proper completion of this section will be returned to the program as incomplete.

Distance Education and Satellite Campuses

Programs offering academic components through a satellite campus or via distance education which meet CAA's definition for consideration as a separate mode of delivery will be evaluated in light of its context relevant to the residential program, the mission and goals of the program, and availability of resources for the program. Responses provided in the application form should demonstrate that all standards are met for all modalities and/or sites. All contributing sites at which academic instruction is provided will be reviewed.

The CAA developed and implemented a policy and related procedures for substantive changes, which may occur in existing CAA-accredited or candidate programs and have a direct and significant impact on the program's ability to comply with accreditation standards. Please refer to the Policy on Substantive Changes in CAA Accredited Entry-Level Graduate Education Programs for full definitions and descriptions for distance education, satellite/branch campuses, and contractual arrangements, which are the program types covered under CAA's policy.

Public Comment Policy

The CAA will accept written third-party comments regarding the program after the Application for Candidacy has been submitted to the National Office and deemed ready by the CAA for review. Programs are required to announce and host a public meeting during the time of the site visit. Please refer to the CAA's Policy on Public Comment for further information.

General Instructions for Completing Application

The application is in a new format that includes:

  • sections pertaining to each Standard for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology
  • textboxes for narrative information as well as pre-determined response options, and
  • required tables and appendices.

The following general instructions will assist in a timely and efficient review of your application.

  • Read all instructions and supporting documentation (e.g., 2008 Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology, including the implementation language) carefully before proceeding.
  • Utilize the most recent version of the candidacy application form [DOC] (January 2013).
  • The application must be fully completed, include all appendices, and presented in English.
  • Signatures of the President or Designee must be present on the cover page of the application at the time of submission.
  • Signature of the Program Director must be present on the Verification of Eligibility page and on Appendix I: Self-Evaluation of Compliance at the time of submission.
  • Narrative responses must be concise.
  • All pages must be numbered.
  • All appendices must be numbered as specified in the application, tabbed, arranged in the correct order, and placed at the end of the application document.
  • Provide only the information requested as noted in the application form. Do not submit information other than that which is requested by the application. The site visitors will review additional documentation at the time of the site visit.
  • Utilize the tables provided throughout the application form.
  • Information from Student Handbooks, Policy and Procedures Manuals, etc. should be provided only as excerpts in the narrative textboxes and only as requested in the application form.
  • References to Web links should be provided when requested in the application. When Web links are used, please provide the specific and direct Web address (URL) to referenced information.

For questions requiring a yes/no answer:

  • review the implementation language of the standards document for clarification
  • provide an explanation for "no" answers
  • be prepared to provide evidence to the site visitors for "yes" answers

Submit:

  • All pages on 8.5 x 11 size paper
  • One (1) single-sided, unbound set of the application and appendices with original signatures
  • One (1) electronic version of the application including all appendices, copied to a disk or CD or e-mailed to sflesher@asha.org

The application and all subsequent communications from the program should be forwarded to:

Chair, Council on Academic Accreditation
c/o American Speech-Language-Hearing Association
2200 Research Boulevard, #310
Rockville, MD 20850

Additional accreditation resources are available on the CAA's webpages or by contacting the Accreditation Office. Main Contact: Sue Flesher (sflesher@asha.org; 301-296-5781)

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Required Appendices

 

Official Letters

State/Institution Authorization Letters: All programs must have been granted authorization through the governance processes of the parent institution(s) and the appropriate state authority to offer the graduate degree program for which candidacy is sought. The official letters of approval to the applicant program must be appended to the candidacy application.

Appendix I

Self-Evaluation of Compliance:

  • Evaluate the program's compliance with each of the 2008 Accreditation Standards.
  • Program director's signature must be present at the time of submission.
Appendix II

Vita Outline

Provide requested information for each member of the faculty and instructional staff of the applicant graduate program.

  • Do not include external supervisors.
  • Must not exceed three (3) pages per person.
  • Each vita must include information about major areas of research interests, publications, presentations, grants submitted, grants awarded, activities related to clinical service delivery and professional development experiences for only the past three years .
  • Place vitae in alphabetical order as follows:
    1. Full-time faculty/instructional staff (first)
    2. Part-time faculty (second)
  • Identify any faculty who hold degrees that are not from regionally accredited institutions.
Appendix III-A & B
  • Use Appendix III-A for Audiology and III-B for SLP
  • Provide all information requested for each member of the program faculty and supervisory staff that are:
    • currently employed by the institution,
    • under contract for employment but for which the start date is in the immediate future, and
    • funded faculty lines that are available but currently vacant
  • Provide the total FTE contribution to the graduate entry-level program for each program faculty and supervisory staff. [Note: The total FTE contribution to the graduate program should equal the breakout FTE requested below.]
  • Provide a breakout of the FTE contribution to the graduate entry-level program for each program faculty and supervisory staff to include percent of time devoted to:
    • 1) classroom teaching
    • 2) academic and clinical program administration
    • 3) clinical supervision
    • 4) research
    • 5) other services (i.e., advising, service on committees supporting the graduate program, NSSLHA advising).
    • [ Note: This breakout must equal the individual total FTE contribution to the graduate entry-level program.]
  • Breakout percent of time devoted to the residential (Re), distance education (DE), and/or satellite (S) program(s) for each category listed above
  • Provide a listing of graduate didactic courses taught in the current academic year for each program faculty and supervisory staff
  • List full-time faculty first (alphabetically by last name)
  • List part-time faculty second (alphabetically by last name)
  • List full name: last, first, middle initial
  • Include degree, academic rank and title for all individuals listed
Appendix IV-A & B

Curriculum Offerings and Course Characteristics

  • Use Appendix IV-A for Audiology and IV-B for SLP
  • Provide a complete list of all courses to be offered by the graduate program for the full length of the graduate program.
  • For each section of a course, indicate on the table:
    1. Course number and section
    2. Course title
    3. Elective (E) or Required (R)
    4. Graduate (G) or Undergraduate (U)
    5. Modality of course delivery - residential (Re), distance education (DE), and/or satellite (S) components
    6. Number of credits (courses having mixed content should have credits appropriately divided)
    7. Term (Season/Year)
    8. Number of students enrolled for residential (Re), distance education (DE), and satellite (S)
    9. Instructor(s)
Appendix V-A

Documentation of Audiology Knowledge and Skills Within the Curriculum

Indicate the academic and clinical courses, practicum experiences, research, labs, and other sources of experience that provide students opportunity to acquire knowledge and skills within the audiology curriculum:

  • foundations of audiology practice
  • prevention and identification of auditory and vestibular disorders
  • evaluation of individuals with suspected disorders of auditory
  • balance, communication, and related systems
  • treatment of individuals with auditory, balance, and related communication disorders
Appendix V-B

Documentation of Speech-Language Pathology Knowledge and Skills Within the Curriculum

Indicate the academic and clinical courses, practicum experiences, research, labs, and other source(s) of experience that provide students opportunity to acquire knowledge and skills within the speech-language pathology curriculum:

  • basic communication and swallowing processes
  • speech, language, hearing, communication, and swallowing disorders and differences
  • contemporary professional issues
  • research
  • principles and methods of prevention
  • clinical skills and processes
Appendix VI-A & B

Clinical Population

  • Audiology: Complete Appendix VI-A for extern sites
  • Speech-language Pathology: Complete Appendix VI-B for extern sites
  • Include any on-campus clinical facilities
  • Include all clinical facilities to be used for the residential, distance education and/or satellite program where agreements are in place
  • Identify the approximate number of clients available per disorder area per age
  • List:
    1. Name and type of facility (e.g., hospital, school, industry, government agency, private practice, college/university, residential healthcare facility, research/science/lab, etc.)
    2. Location and distance from the campus
    3. Modality the site is used for (residential, distance education and/or satellite campus)
    4. Academic and clinical prerequisites
    5. Estimated number of students per supervisor
    6. Types of activities students typically engage in
Optional Appendices
  • Organizational Chart (Std.1.4)


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