APPLICATION FOR ACCREDITATION
EVALUATION OF EDUCATION
PROGRAM(S) IN
AUDIOLOGY AND/OR
SPEECH‑LANGUAGE PATHOLOGY
The institution named below desires that its education program
leading to a master’s degree in speech‑language pathology or
audiology, or a doctoral degree in audiology be accredited by
the Council on Academic Accreditation in Audiology and
Speech-Language Pathology (CAA) of the American
Speech‑Language-Hearing Association (ASHA) and hereby applies
for an evaluation of this education program. It is understood
that the evaluation will be conducted in accordance with the
procedures set forth in Section II of the most recent Council on
Academic Accreditation (CAA) Accreditation Manual. The
institution agrees to cooperate fully in the evaluation
procedures therein described; including furnishing such written
information to the CAA as shall be required for the evaluation
and arranging of a site visit to the education program. The
institution further agrees to pay the following costs of
evaluation for the initial application: (a) a nonrefundable
application fee, payment of which accompanies this application,
and (b) an initial site visit fee payable when invoiced upon
completion of the site visit. An annual accreditation fee,
which includes subsequent (re)accreditation application fees and
normal site visit expenses, will be due each year that the
program is accredited.
This application may be withdrawn by the program at any time and
for any reason before final action by the CAA without prejudice.
The administrative policies of the institution and the program
are in compliance with all applicable federal and state law and
regulations prohibiting discrimination, including harassment, on
the basis of age, race, sex, color, national origin, religion or
religious preference, sexual orientation, physical or mental
disability or condition, and status as a covered veteran. The
institution and program are also committed to ensuring a diverse
student body and faculty, and encourage student applicants who
have been historically under represented in the professions of
audiology and speech-language pathology.
|
Name of
Institution
Southeastern Louisiana University |
Date
July 19, 2006 |
|
Signature of President of Institution or Designee
|
Telephone Number
985-549-2280 |
|
Name and
Title (Please print or type)
Dr. Randy Moffett, President |
|
|
Address
548 Western Avenue
P.O. Box 10784 |
|
|
City,
State, Zip
Hammond, Louisiana 70402 |
|
AMERICAN SPEECH-LANGUAGE-HEARING
ASSOCIATION
COUNCIL ON ACADEMIC ACCREDITATION
IN AUDIOLOGY AND SPEECH-LANGUAGE
PATHOLOGY
Application
for Accreditation Evaluation of
Education
Programs in Audiology and/or Speech-Language Pathology
The purpose of the application for (re) accreditation is to
provide information as it relates to your program’s continued
compliance with the standards for accreditation. The outline
presented here must be followed when submitting an application.
Please submit
one electronic
version of your application, including all appendices, and
an
original
and
seven paper copies
to the National Office according to the specific application
preparation instructions provided. You may submit the electronic
version on a CD or disk when you submit the paper copies, or you
may email it separately as a Microsoft Word attachment to
sflesher@asha.org
|
DATE: |
August 1,
2006 |
|
CAA FILE #
: |
|
|
INSTITUTION: |
Southeastern Louisiana University |
|
SCHOOL,
COLLEGE, DIVISION: |
Nursing &
Health Sciences |
|
DEPARTMENT/PROGRAM: |
Communication Sciences & Disorders |
|
ADDRESS: |
500
Western Avenue, P.O. Box 10879 |
|
|
Hammond,
LA 70402 |
|
PROGRAM
DIRECTOR: |
Name:
Paula S. Currie |
|
Title:
Head |
|
PROGRAM
DIRECTOR PHONE #: |
985-549-2214 or 2895 |
|
PROGRAM
DIRECTOR E-MAIL: |
pcurrie@selu.edu |
|
|
|
|
PROGRAM
FAX #: |
985-549-5030 |
|
PROGRAM
MAIN PHONE #: |
985-549-2214 |
|
INSTITUTION/PROGRAM WEB ADDRESS: |
http://www.selu.edu/csd |
|
|
|
|
AREA (S)
AND DEGREE
LEVEL OF
ACCREDITATION HELD: |
o
Clinical Doctorate in Audiology |
w
Master’s in
Speech-Language Pathology |
|
DEGREE (S)
DESIGNATOR: |
|
Master of
Science (MS) |
|
PROGRAM or
COMPONENT OFFERED VIA: |
o
Consortium (specify)______________________________
o
Distance Education
o
Satellite or Branch Campus (specify)_________________ |
|
CURRENT
ACCREDITATION CYCLE: |
From:
12/98 (mo./yr.) |
To:
11/06 (mo./yr.)
Extension>Hurricane Katrina |
|
REGIONAL
ACCREDITATION BY: |
Southern
Association of Colleges and Schools (SACS) |
|
CURRENT
REGIONAL
ACCREDITATION CYCLE: |
From:
12/2005 (mo./yr.) |
To:
12/2015 (mo./yr.) |
| |
|
|
|
APPLICATION
FOR ACCREDITATION
NOTE: Use the
Comments space only if additional brief information must be
presented to clarify the response or if an explanation is
requested. The text boxes will expand to accommodate the
information you enter, but please try to make your answers as
concise as possible.
The Self-Evaluation of Compliance (Appendix
I)
must be completed and included with the application. To do so, the
program director, in consultation with the faculty and staff, must
review the questions on the following pages to inventory the
program's degree of compliance with the Standards for
Accreditation. The CAA will seek verification in the reports from
the program and the site visit that all standards have been met.
If the program uses alternative methods of meeting the
requirements, these must be described in the application and to
the site visitors for subsequent consideration by CAA.
 STANDARD
1.0 ADMINISTRATIVE STRUCTURE AND GOVERNANCE
1.1 The applicant institution
of higher education holds regional accreditation.
|
Accrediting Agency |
Cycle
Dates |
|
Southern Association of Colleges & School (SACS) |
From:
December 2005 |
To:
December 2015 |
1.1.1. Identify the regional accrediting agency that grants
accreditation to the applicant institution and the dates of the
current accreditation cycle.
1.1.2. If there are any cooperating or consortium institutions
that offer components of the accredited program, or serve as a
satellite or branch campus, please explain the extent and terms of
the arrangement.
Note: Refer to policy on Substantive Changes to
determine if substantive change plan should be submitted.
www.asha.org/about/credentialing/accreditation/sub_change_pol.htm
1.1.3. If there are cooperating or consortium institutions,
including those that serve as a satellite or branch campus, as
described above, identify the regional accrediting agency that
governs that component and the dates of the current accreditation
cycle.
|
Cooperating/Consortium Institution(s) |
Accrediting Agency |
Cycle
Dates |
|
|
|
From: |
To: |
1.2 The
program’s mission, goals, and objectives are consistent with ASHA-recognized
national standards for entry into professional practice and with
the mission of the institution.
Be prepared to show complete documentation of the program’s
student learning outcomes (behavioral objectives) to site
visitors. (Do NOT submit this information with the (re)
accreditation application.)
1.2.1. Provide the mission statements of the institution, the
college, and the program(s) seeking
(re)accreditation in the chart below.
|
Institution
|
|
College
The focus of the College of Nursing & Health Sciences is
to prepare students in the competencies needed to function
effectively in health-related disciplines. Innovative
curricula prepare students for practice and graduate studies.
(http://www.selu.edu/acad_research/colleges/index.html) |
|
Program
The mission of Southeastern
Louisiana University’s program in communication sciences and
disorders is to facilitate life-long learning in the areas of
normal and disordered communication processes, to foster the
appreciation of communication differences within multicultural
environments, to conduct formal and informal research to
expand the profession’s knowledge base, and to train ethical,
competent, and caring clinicians.
The purposes of the program are to:
1.
Provide curriculum to develop professional competencies
in communication sciences and disorders.
2.
Develop students’ awareness of the problems and needs
of individuals with communication disorders.
3.
Motivate students toward scholarly research.
4.
Prepare students for further study in the field of
communication sciences and disorders.
5.
Provide students with academic and clinical
training required for licensure and certification as a
speech-language pathologist.
http://www.selu.edu/future_students/degree_prog/degrees/coll_nurs_hs/dept_csd/ms_csd.html
|
1.2.2. Give three examples of
specific student learning outcomes that you have developed for
your program and show how they are related to the mission of the
program. If you have programs accredited in both audiology and
speech language pathology, include at least one example in each
area.
|
1.
To interpret, integrate, and synthesize assessment information
to develop diagnoses and make appropriate recommendations for
prevention and/or intervention.
2.
To know prevalence figures and variations in
communication disorders in multicultural populations.
3.
To outline current research and evidence-based practice for
the ethical support of individuals with language disorders and
differences.
These learning outcomes are consistent with the
program’s mission and purposes: to foster students’ knowledge
about communication disorders, to appreciate communication
differences within multicultural environments, and to expand
the profession’s research-based knowledge, and to train
ethical caring professionals who treat clients/patients with
communication disorders. |
1.2.3. What mechanisms are used to assess the program’s
effectiveness in achieving its mission?
|
The Department has standing
committees that are responsible for developing and monitoring
various aspects of the program. A listing of Departmental
committees will be available to the site visitors. The
Student Outcomes committee is responsible for administering,
analyzing, and disseminating data from self-evaluations and
University-administered evaluations (e.g., Orientation
surveys, Department and University Exit surveys, Employers’
Surveys, Alumni Surveys, Major Field Assessment). The Chair
of the Student Outcomes committee summarizes data and points
of interest. Faculty discuss these data at general faculty
meetings and appropriate action plans are formulated and
executed. Links for data from most University-administered
evaluations can be found on the Institutional Research
homepage web site
http://www2.selu.edu/Administration/Inst-Research/.
General faculty meetings are
held approximately once a month, and each meeting has an
established agenda. Faculty are invited to send topics for
the agenda, and committee chairs provide reports at the
meetings, via emails, and/or printed reports. Minutes of the
meetings are recorded and distributed for faculty review and
approval. A copy of the approved minutes is filed with the
Department’s Administrative Assistant and in the Dean’s
office. The Department Head chairs the faculty meetings.
|
1.3 The
program’s faculty/instructional staff has authority and
responsibility for making decisions regarding and for conducting
the academic and clinical program, including curriculum, within
the institution; and the program’s faculty/instructional staff
have reasonable access to higher levels of administration.
1.3.1. What is the organizational structure of the institution
relative to the program? Attach an organizational chart that
clearly answers this question, or provide an explanation below.
|
The University’s Organizational Chart can be viewed at
http://www2.selu.edu/documents/policies/faculty_handbook/#PartI
A hard copy will be available to the site visitors.
The Department is organized under the Head of the
Department who oversees the administration of the unit. The
Head reports to the Dean of the College of Nursing & Health
Sciences. The Head of the Department serves as the Program
Director, and the Clinic Director oversees the operation of
the University’s Speech-Language-Hearing Clinic and reports to
the Head of the Department. The Director of Audiology
oversees the supervision and delivery of audiology services
and works with the Clinic Director. The Director of Audiology
reports to the Head of the Department. The Department’s
Graduate Coordinator is the liaison between the Department’s
graduate faculty, program, and the Graduate School. Faculty
report directly to the Department Head, and all faculty have
access to the Dean on an as-needed basis. The Department’s
Administrative Assistant reports to the Department Head and
the Graduate Assistants, and student workers report to the
Administrative Assistant. |
1.3.2. Do the program faculty and instructional staff has
authority and responsibility for making and implementing
decisions regarding the academic program, including curriculum?
Comments:
General faculty meetings are held where curriculum is reviewed and
self-evaluation data are discussed. The Graduate Coordinator and
another faculty member from the Department are on the College’s
Curriculum Committee where decisions about undergraduate and
graduate curriculum are determined. The Department’s Graduate
Coordinator is a member of the Graduate Council, which meets
monthly to discuss curriculum and graduate studies issues. The
Department’s Graduate Coordinator is a member of the University
Curriculum Committee where final verdicts regarding all curricula
are decided.
1.3.3. Do the program director and faculty have access to higher
levels of administration?
Comments:
The Dean holds Department Head meetings with an established
agenda. The Dean is accessible on a day-to-day basis, by email,
and by appointment. Members of higher administration are
accessible via email and by appointment.
All members of higher administration function with an open-door
policy.
1.4 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, or hearing science and holds a
full-time appointment in the institution. The individual
effectively leads and administers the program.
Be prepared to provide evidence of effective leadership to site
visitors. (Do NOT submit this information with the (re)accreditation
application.)
1.4.1 Provide the name, degrees, discipline and status of the
individual(s) responsible for the program.
Name: Paula S. Currie_________________________________________________________________
Academic rank: Associate
Professor______________________________________________________
CCC status: CCC-S__________________
Date employed: August 1991
Tenure track? Yes___________________
Tenured? Yes Date: August 1999
Full-time in accredited program _x_
Y ___ N
Degree
Institution
Year Major
BA Louisiana State
University 1974 Speech
Therapy
MCD Louisiana State University
Medical Center 1976 Speech Pathology
PhD University of New
Orleans 1986 Special
Education:
Concentration in Language Disorders
Comments:
See
Outline Vitae (Appendix II)
for specific information regarding qualifications.
1.4.2. How does the program or institution evaluate the
effectiveness of the program director.
|
The Department Head/Program Director submits an annual
self-evaluation to the Dean. Faculty in the Department and
the Dean complete an annual evaluation of the Department
Head/Program Director. The Dean’s office summarizes the
quantitative data and types the faculty’s narrative comments
that are submitted as part of the evaluation. The Dean meets
with the Department Head/Program Director to review the
evaluation. A copy of the evaluation questions will be
available for review by the site visitors. |
1.5 Students, staff, and
clients are treated equitably - that is, without regard to gender,
sexual orientation, age, race, creed, national origin, or
disability. The institution and program comply with all
applicable laws, regulations, and executive orders pertaining
thereto.
Be prepared to provide evidence of equitable treatment and
compliance with regulations to site visitors. (Do NOT submit this
information with the (re)accreditation application.)
1.5.1. How is this information communicated?
|
Communicated to: |
How?
(Reference documents or web site as applicable) |
|
Students |
Department’s Graduate Student Handbook, Student Clinician
Handbook,
University Catalogue (2005-06, p.41), Office of Disability
Services web site
http://www2.selu.edu/StudentAffairs/DisabilityServices
Student Affairs Handbook
http://www2.selu.edu/StudentAffairsHandbook/2003.ada.html
Course syllabi contain the following statement:
“If you are a student with a disability seeking accommodations
under the Americans with Disabilities Act, you are required to
self-identify with the Office of Disability Services, Room
203, Student Union. |
|
Faculty/Staff |
Faculty Handbook
http://www2.selu.edu/documents/policieis/faculty_handbook/
University Catalogue (2005-06, p.41) Nondiscrimination Against
and Accommodation of Individuals with Disabilities |
|
Clients |
Clinic Policy Statement |
1.6
The
program conducts ongoing and systematic assessment of academic and
clinical education and performance of its students and graduates.
Students have ongoing opportunity to assess their academic and
clinical education program. Results of the assessments are used
to plan and implement program improvements that promote
high-quality educational experiences for students.
Be prepared to show the site visitors the instruments and
resulting data analysis that the program has accumulated for each
outcome measure that is used. (Do NOT submit this information with
the (re)accreditation application.)
1.6.1.
Describe the procedures used to assess the program,
including assessments completed by students, graduates, and the
program. Provide the rationale behind the procedures used. (Before
completing this item, review all items in section 1.6 to avoid
duplication of information).
|
Assessment
of: |
Description of Procedure and Rationale |
|
Students |
|
|
Graduates |
|
|
Program |
|
1.6.2. Provide examples of how the program evaluates students’
academic and clinical progress with formative and summative
assessments.
|
Program
Evaluates |
Formative
Assessment |
Summative
Assessment |
|
Academic
education
|
|
Example:
Comprehensive Examination; Praxis examination |
|
Clinical
education
|
Example:
Supervisors provide regular verbal and written quantitative
and/or qualitative feedback; require weekly group and
individual meetings with clinical supervisor on as-needed
basis for Beginning student clinicians where general and
specific topics are discussed.
Intermediate and Advanced students meet monthly with the
Clinic Director as a group. Students give presentations on
new intervention techniques/materials; students email
University liaison weekly tracking forms and the University
liaison visits the site to observe and meet with student and
field-based supervisor to discuss student’s progress and any
needs.
A 5-point rating scale (Clinical Behavior System (CBS)
is used to evaluate clinical proficiency and equates to a
grade at mid-term for all clinical students; Students track
clinical competencies obtained in each practicum using the
Clinical Skills Competency Checklist. |
Example:
A 5-point rating scale (Clinical Behavior System (CBS)
is used to evaluate proficiency for a final grade for
Beginning, Intermediate, & Advanced students; Students must
meet clinical competencies in each practicum as documented on
the Clinical Skills Competency Checklist; Comprehensive
Examination; Praxis examination in SLP.
|
1.6.3. How do students evaluate their academic and clinical
education? Provide one (1) example of each.
|
Academic
education |
Clinical
education |
|
Example:
Complete a university-designed course/instructor evaluation at
the end of each semester (i.e., Student Opinion of Teaching)
for each CSD course
Data are provided to the instructor and Department Head. |
Example:
Students complete a department-designed evaluation of
university supervisors (Evaluation of Clinical Supervisor) and
an evaluation of their field-based clinical experiences (i.e.,
Evaluation of Clinical Experiences). Copies of the evaluation
are provided to the clinical supervisor and to the Department
Head and ratings are used in the annual evaluation of
supervisors.
Data are provided to the Department Head and aggregate data
collected from the Evaluation of Clinical Experiences are
discussed with the Clinic Director. |
1.6.4.
How do faculty and staff evaluate the quality, currency,
and effectiveness of academic and clinical education?
|
Faculty discuss issues related
to administering the graduate program at general faculty
meetings or during committee meetings. Data from the
Department’s self-evaluation measures (e.g., Exit Surveys,
Evaluation of Clinical Experiences, Employers’ Surveys) are
circulated prior to or during faculty meetings and trends are
discussed and action taken, when needed.
Faculty develop teaching goals
as a component of the annual evaluation process. Faculty may
develop new courses, revise existing content and teaching
materials, invite guest speakers, etc. Faculty utilize
students’ comments from the narrative portion of the SOT to
help develop some of their teaching goals. |
1.6.5.
Provide two recent examples of how the evaluations
are used to plan and implement program improvements.
|
Outcome data were used to implement
the following program improvements:
1.
Data from 2003-05 New Graduate Student Orientations
indicated that students wanted information provided in a
variety of formats; therefore, beginning with the fall 2005
orientation information included: a PowerPoint presentation,
expanded information in the Graduate Student Handbook, and
time for faculty and students to informally interact with one
another.
Also, the CSD Majors Blackboard site was established so that
students could easily find information about the Department or
related sites related to professional issues, licensure,
certification, etc. Also, the site enables faculty to be
responsive to students’ needs (e.g., access to clinical forms
when field-based site, policies relative to Criminal
Background Checks) because information can be posted,
disseminated, and revised very efficiently.
http://blackboard.selu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_79624_1
The site visitors will be given Guest access to the CSD Majors
Blackboard site at the time of their visit, and with that
access they will be able to view the site and its contents.
2.
Students’ exit surveys revealed an interest in additional
elective course work. As a result, the program developed and
offers several 1-hr. elective courses to be responsive to
students’ interests and to provide students with exposure to
specialized topics. |
|
Academic
Year |
Employment
Rate in Profession (%) |
|
|
|
|
|
Current year |
|
|
|
Prior year |
98% |
NA |
|
2 years prior |
100% |
NA |
|
Average
for three years* |
99% (98.6) |
NA |
1.6.7. Provide Praxis exam pass rate data below for students in
your program during the previous three ETS testing
cycles. (Please indicate data source (ETS, Program – one or both
may be used).
|
|
Speech-Language
Pathology |
Audiology
Not
Applicable |
|
|
|
ETS Data |
Program
Data |
|
|
|
|
|
27 |
|
|
|
|
|
26 (96%) |
|
|
|
|
Prior Year |
Number of students taking exam |
13 |
|
|
|
|
Number (and %) passed* |
12 (92%) |
|
|
|
|
2 Years
Prior
|
Number of students taking exam |
14 |
|
|
|
|
Number (and %) passed* |
13 (93%) |
|
|
|
.......
In the above data, how many students were multiple
test-takers? __2_____
For those students who have taken the test multiple times,
please describe remediation measures implemented to improve future
success.
|
Explanation: Students can: access faculty to ask questions,
to check out reference materials including the Praxis review
materials, or audit classes. |
*Provide an explanation below if the program pass rate for any
year falls below the national pass rate.
1.7 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.
Be prepared to show students’ and recent graduates’ records to the
site visitors. (Do NOT submit this information with the (re)accreditation
application.) Be prepared to demonstrate how the accuracy of
student records is maintained.
|
Academic
Year |
Number of
Students Completing the Program |
Program
Completion Rate (%) |
|
|
|
|
|
|
|
Current year |
32 (33) |
|
97% |
|
|
Prior year |
22 (25) |
|
88% |
|
|
2 years prior |
31 (34) |
|
91% |
|
|
Average* |
|
|
|
|
1.7.2.
Does the program maintain the following required records
and allow for student access?
|
Program
records
|
Student
access |
|
The planned course of study with formative and summative
assessments
_x_Yes ___No (explain)
|
How?
Students have access to their cumulative folders via the
Department’s main office with a signed checkout form. A
student’s degree plan, advising sheet, and grades are
maintained in the folder. Students are given a portfolio at
the Orientation meeting, which contains the KASA Competency
Checklist. Upon completion of a course’s KASA competencies,
signed verified copies of the course’s checklist are included
in the student’s portfolio. Copies of completed ASHA
application and Verification forms are filed in the student’s
cumulative folder. |
|
Progress toward completion of degree requirements
_x__Yes ___No (explain)
|
How?
Students meet each semester with their assigned advisor who
reviews course sequence, prerequisites, progress toward
meeting degree and KASA requirements, and contents of the
portfolio. The student and advisor review the student’s
projected schedule of courses and the KASA and portfolio
requirements. Students cannot register for courses without
authorization by their advisor. |
|
Progress toward completion of ASHA CCC requirements
(2005/2007)
_x_Yes ___No (explain)
|
How?
Students enrolled in clinical practica submit Monthly
Attendance Forms and weekly tracking forms to monitor the
number of earned clinical clock hours, areas in which skills
are obtained, clients’ ages, type and severity of disorders,
and if clients/patients served are from CLD backgrounds.
http://blackboard.selu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_79624_1
|
|
Progress toward completion of state licensure, state teacher
certification, and/or other certifications
_x__Yes ___No (explain)
|
How?
Students who complete the program are eligible for state
licensure and state teacher certification. Students are
informed at various times throughout their academic and
clinical program (e.g., Graduate and Clinic Orientation
meetings, Student Clinician Handbook, clinical staffing
meetings) about the requirements. Students can access
information about licensure and certification in the Student
Clinician Handbook and on the CSD Majors Blackboard site.
http://blackboard.selu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_79624_1 |
Comments:
1.7.3. Describe how the accuracy
and currency of student records are maintained, including the
persons responsible and related timelines.
|
The Program Director and Graduate Coordinator maintain
students’ academic forms and records, and the Clinic Director
maintains students’ clinical records. The Graduate
Coordinator works closely with staff in Enrollment Services &
the Graduate School to ensure student applications are
complete and are received by deadlines. The Program Director
checks transcripts for ASHA basic coursework, and the
student’s advisor, Graduate Coordinator, and Department Head
sign off on the student’s degree plan. Students are given
copies of approved degree plans, and students meet each
semester with their advisor to update their advising plan.
The student’s in-house or field-based supervisor
verifies the accuracy of clock hours submitted by the student
using the Monthly Attendance Record (MAR). Students submit
all signed MARs along with a Final Data Sheet to the Clinic
Director who approves the semester’s total clinical clock
hours. At the end of the student’s clinical courses, the
Clinic Director meets individually with the student to verify
the accuracy of clock hours and to determine that the student
has met the required number of clock hrs. for certification.
Once the student’s clock hours are verified, the Clinic
Director approves the Final Data Sheet by signing and dating
the form. The student then meets with the Program Director
who completes the cumulative folder checklist, verifies
completion of the portfolio checklist, and signs the ASHA
applications and KASA Verification forms. |
1.8 The
program provides information about the program and the institution
to students and to the public that is current, accurate, and
readily available.
Be prepared to show all public information (catalogs, brochures,
Web site, etc.) to site visitors. (Do NOT submit this information
with the (re)accreditation application.)
1.8.1. Describe how public information about your program can be
accessed (Web sites, handbooks, catalogs, and similar resources).
Please provide the specific Web site address/link.
 STANDARD
2.0 FACULTY/INSTRUCTIONAL STAFF
2.1
Faculty/instructional staff are qualified and competent by virtue
of their education, experience, and professional credentials to
provide the academic and clinical education for the program
seeking accreditation.
2.1.1. Using the format for faculty vitae in
Appendix II,
provide the requested information for each member of the faculty
and instructional staff of the entry-level graduate program who
are employed by the university (this does not include external
supervisors). This must not exceed three pages per person.
2.1.2. How does the program ensure 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?
|
The Clinic Director secures copies of the individual’s
ASHA and licensure cards, and the University’s Human Resources
Office (HRO) requires verification of this information prior
to finalizing employment. |
2.1.3. Provide the name, area of certification, and ASHA account
number of each person who supervises students in
Appendix V,
for all locations listed in Appendix IX – A and/or IX-B (from
3.1.9)
2.1.4 How does the program verify that individuals providing
supervision hold credentials consistent with state requirements?
|
The Louisiana Board of Examiners for Speech-Language
Pathology and Audiology (LBESPA) requires that a licensed
speech-language pathologist supervise a Provisional
Speech-Language Pathology licensee who has not completed the
nine months of postgraduate professional employment.
The Department established additional criteria for
clinical supervision that require the person to have three
years of clinical experience and hold current ASHA
certification in speech-language pathology. The Clinic
Director secures copies of the supervisor’s ASHA certification
and state licensure cards, and the HRO requires verification
of this information prior to finalizing employment. |
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/instructional staff is
sufficient to meet the teaching, research, and service needs of
the program and expectations of the institution.
2.2.1. Complete
Appendix III-A
and/or
Appendix III-B: Faculty/Instructional Staff,
as appropriate. Provide all the information requested for each
member of the program faculty and supervisory staff.
2.2.2. Complete this table to show the number of students
currently enrolled in degree programs.
|
Degree
Program |
Undergraduate |
Entry-Level Degree
(e.g.
Master’s or AuD) |
Post Entry
Level
(e.g.,
PhD) |
|
|
|
Full-time |
Part-time |
Full-time |
Part-time |
|
|
112 |
38 |
23 |
|
|
|
Audiology |
|
|
|
|
|
|
SLH
Sciences |
|
|
|
|
|
|
Other:
(specify) |
|
|
|
|
|
|
Total |
112 |
38 |
23 |
|
|
Note: Spring 2006 Semester Registration
Report
2.2.3. Is the current number of doctoral and other
faculty sufficient to provide the curriculum and advising
necessary for a quality graduate program?
Comments:
Courses within the core curriculum and electives have regularly
been offered in sequence. Full-time faculty share advising
responsibilities.
2.2.4. What are the institution’s expectations regarding faculty
workloads and scholarly productivity? Also, briefly summarize the
institution’s expectations for granting tenure.
2.2.5. Is there adequate time for the faculty to engage in
scholarly, creative, and administrative activities consistent with
the institution’s expectations?
2.3 The
institution demonstrates a commitment to the continuity of the
program by maintaining a sufficient number of doctoral-level
faculty and other instructional staff with appropriate
qualifications to ensure the continued integrity of the program.
2.3.1. List indicators of institutional commitment to the program
(new developments or initiatives, sufficiency of faculty, budget,
etc.).
|
The University’s administration
has supported maintaining all full-time faculty lines and
funding adjunct faculty, when necessary. In addition, the
administration approved an outstanding member of the
Department’s faculty the status of Scholar in Residence for
Research, and they also approved a new partnership with
Scottish Rite Foundation, Inc. The Scottish Rite partnership
provided support for a new part-time clinical supervisor, paid
clinical fees for some clients, and two student scholarships.
Travel costs for clinical supervision is provided for all
faculty supervisors. New classroom technology has been
purchased through University grant-writing activities.
Faculty receive updated computers on a 3-year schedule, and
library acquisitions have been filled upon faculty request.
The Department has an Administrative Assistant, and two
graduate assistants who support departmental and clinical
activities. |
2.4
Faculty and instructional staff maintain continuing competence.
2.4.1. Describe the support available for continuing professional
development.
2.4.2. What is the procedure for evaluating the competence of
faculty in terms of academic and
clinical teaching, scholarship, and other professional
expectations?
FacuT
3.0 CURRICULUM
(ACADEMIC AND CLINICAL EDUCATION)
3.1
The curriculum
(academic and clinical education) is consistent with the mission
and goals of the program and is sufficient to permit students to
meet ASHA-recognized national standards for entry into
professional practice.
Be prepared to show site visitors evidence that students fulfill
the guidelines for supervised clinical practicum specified in
CFCC Standard III (Audiology) and/or CFCC Standard IV
(Speech-Language Pathology). (Do NOT submit this information
with the reaccreditation application.)
3.1.1. Describe how the curriculum is consistent with the
mission and goals of the program. What is the process used by
your program to develop, validate, and assess student-learning
outcomes for the knowledge and skills required for entry into
professional practice?
Note:
Do not submit the specific student learning outcomes
that you have developed (other than those provided in question
1.2.2 above) but be prepared to provide them to the site
visitors.)
Proficiency Expectations
Students must demonstrate the expected proficiency level for
each CSD knowledge and skill requirement, as determined by the
academic instructor or clinical supervisor. If student
performance for an individual requirement is below
expectations, instructors/supervisors will implement
strategies that may include, but are not limited to, the
following:
v
Rewriting/resubmitting incorrect/incomplete test answers
v
Providing oral explanations of content material
v
Redoing all or part of academic projects
v
Completing directed readings
v
Viewing supplemental videos
v
Directed practice of clinical skills
v
Additional clinical practicum experience
Participation in improvement work does not ordinarily lead to
a grade change. When a student has satisfactorily completed
the improvement work, the instructor/supervisor will initial
the relevant statement on the student’s course form. If a
student does not satisfactorily complete the required
improvement work before the end of a course/clinical
practicum, the grade of “I” may be given, and the Academic
Review Committee will be notified. Additional actions may
follow from the committee.
|
3.1.2. How do students entering the graduate program with degrees
from other disciplines complete the prerequisite academic and
clinical requirements?
|
Students who have not completed
an undergraduate program in speech, language and hearing must
complete CSD 201, 205, 212, 213, 309, 327, 328, and 415 in
addition to the graduate course work. At least nine hours of
this undergraduate prerequisite CSD course work must be
completed prior to enrollment in graduate CSD course work. |
3.1.3.
How does the program assure that students have oral and
written communication skills sufficient for professional practice?
|
Students complete research
papers and/or oral presentations on assigned topics in most
academic and clinical courses. These assignments provide
faculty opportunities to monitor students’ oral and written
communication skills. Students who do not meet proficiency
expectations in specific courses are given activities to
improve their skills. Opportunities are also provided to meet
with faculty prior to an assignment’s due date in order to
refine written and oral presentations. Faculty may utilize
electronic highlighting and tracking to provide feedback to
students and require revision of papers as a Proficiency
Expectation of the graded assignment (e.g., CSD 617, 624).
Students are required to follow APA (5th ed)
guidelines with regard to formatting research papers and
referencing citations. Clinical supervisors consistently
provide written and oral feedback to students. Students are
required to revise treatment plans, diagnostic and progress
reports. Students who need individualized instruction in
writing are referred to the University’s Writing Center (http://www.selu.edu/acad_research/programs/writing_center/)
for assistance. |
3.1.4.
Explain how graduate credit is earned when a course may be
taken for either graduate or undergraduate credit. (Note: A
different grading scale would not meet the intent of this
standard).
|
The University requires faculty to delineate on course
syllabi requirements for graduate students vs. undergraduate
students for courses with dual listings. Graduate students in
CSD courses are required to complete additional assignment(s)/activity(ies).
The assignments/activities may include completing a research
paper, abstracting and evaluating professional literature,
making a class presentation, or some other applied activity
agreed upon by the instructor and student. The majority of
graduate students however, are not advised into nor do they
enroll in the few CSD courses that have dual designations.
|
3.1.5. What are the academic requirements for the degree(s),
including the minimum number of graduate semester credit hours
required to earn the degree in each professional area in which
accreditation is sought?
|
Area |
Degree |
Academic
Credits (min) |
Clinical
Credits (min) |
Elective
Credits (min) |
Required
Research Credits |
Total
Credits Required For Degree |
|
SLP |
|
|
9 |
6 |
3 |
51 |
|
Audiology |
NA |
|
|
|
|
|
Show curriculum offerings for the past two years using the tables
in
Appendix IV-A
and/or
Appendix IV-B.
Note: Provide official course descriptions as:
(check one)
Attachment to Appendix IV
x Provide the website link
http://www2.selu.edu/Academics/Nursing/csd/gradguidelines.html
3.1.6.
How does the program coordinate and monitor clinical
education placements, and who is responsible for ensuring that
these functions are completed?
|
The Clinic Director coordinates
the clinical education placements and external contracts.
Students who are not alumni of the Department’s undergraduate
program complete at least one graduate clinic in the
University’s Speech-Language-Hearing Clinic prior to placement
in field-based practica. Students are placed in at least
three additional external settings in order to obtain
experience with clients/patients who have a variety of
communication disorders, and who are from a wide range of age
groups and cultural backgrounds. University faculty serve as
liaisons between students and field-based supervisors, and
University faculty liaisons visit students in their
field-based settings. The Clinic Director will visit a
student at a particular setting at the request of the student,
University liaison, and/or the external clinical supervisor.
Students submit requests for clinical placements, but
placements depend on availability and the student’s clinical
needs. Students evaluate their clinical experiences each
semester, and data from the evaluations are discussed with the
Clinic Director, and they are used to direct clinical
education and placement decisions. |
3.1.7. If your program offers clinical education for
undergraduates, complete the following table for the past two
years:
|
|
Current
Year |
Prior Year |
|
Number of UG students |
33 |
28 |
|
Average number of clock hours earned per student |
40 per semester |
40 per semester |
3.1.8. How does the program ensure appropriate supervision of
undergraduate clinical education?
|
Supervision includes guidance,
observation, and written and oral feedback to enhance student
performance and to direct clinical competencies. Clinical
supervision is provided by ASHA certified and state licensed
speech-language pathologists or audiologists, and the majority
of undergraduate supervision is provided by full-time
University faculty/supervisors. Supervisors provide more than
the minimum recommended amount of time for supervision set
forth by ASHA for assessment and intervention. Minimum
requirements are adjusted if the student’s level of knowledge,
experience and competence warrants. Supervisors are available
to consult on an as-needed basis for the client’s/patient’s
disorder, and student’s must secure their supervisor’s
approval prior to implementing or communicating with
clients/patients, families, or other professional on major
decisions regarding assessment and intervention. Students’
rate the quality and amount of supervision in each clinical
practicum using the Evaluation of Clinical Supervision
evaluation. |
3.1.9.
When students are assigned in teams for assessment or
intervention, describe how the students count the hours and how
this time is verified.
|
Students accrue clinical contact
hours for the time in which they are directly involved with a
client/patient. Teams of students would typically accrue
clock hours in a similar fashion. For example, one student
clinician might work with a young child with autism in order
to facilitate the client’s/patient’s appropriate pragmatic
behaviors while another student clinician is directing the
session. Students typically provide intervention and
assessment on an individual basis. Teams of students very
seldom provide assessment or intervention, and teams are
developed only when the client’s/patient’s needs dictate. |
3.1.10. Provide completed ASHA certification application for
two students in each area for which accreditation is being
sought (Appendix
VI).
All course work and clinical education must be listed on these
sample applications towards meeting the knowledge and skill
outcomes identified. If no students have yet completed a program
under the new certification standards, submit one completed
application (which includes the KASA) for a hypothetical student.
3.2 Academic and
clinical education reflects current knowledge, skills, technology,
scope of practice, and the diversity of society. The curriculum
is regularly reviewed and updated.
3.2.1. How is the curriculum (academic and clinical)
reviewed and updated to reflect current knowledge, skills,
technology, and scope of practice?
|
The Department holds regular
faculty meetings where curriculum is discussed. The
Department met extensively to review curriculum in order to
meet the new standards, and the revised curriculum was in
place well before the effective implementation deadline.
The Department Head chairs the
Curriculum Committee, and all of the faculty serve on the
committee. The curriculum is reviewed annually, and data from
self-evaluations and the Student Outcomes Committee, as well
as input from faculty, are catalysts for change. The Program
Director and Clinic Director also attend annual professional
meetings (e.g., CAPCSD, ASHA) where CAA and CFCC updates are
presented. Information from these meetings also guides the
decisions relative to program development and implementation.
Curriculum changes are sent to the College of Nursing &
Health Science’s Curriculum Committee for review and
approval. The committee must approve changes to curriculum
prior to them being sent forward for further consideration.
The Graduate Coordinator from the Department is the Chair of
the college’s Curriculum Committee (2004-07), which has
representation of two faculty members from each department.
The Committee meets on an as-needed basis.
The Graduate Curriculum Committee approves all graduate
curriculum changes (e.g., new courses, deleting courses,
changing credit hours). The Graduate Coordinator from the
Department sits on the Committee, which is chaired by an
elected member from the committee (i.e., Dr. Joe Mirando,
2005-06). The Committee meets monthly to review curriculum
and other graduate matters.
The University Curriculum Committee is charged with the
responsibility of approving all curriculum changes. The
Department’s Graduate Coordinator is a member of this
Committee, which meets monthly to discuss curricular issues,
and the Dean of Enrollment Management chairs the committee. |
3.2.2.
List the ways in which students obtain academic and
clinical education pertaining to normal and impaired human
development across the life span.
|
Students are required to have
completed coursework in the principles of biological and
physical sciences, mathematics, and social/behavior sciences (ASHA
certification Standard III-A). Students’ transcripts are
reviewed upon admission, and students must have completed the
coursework with an acceptable passing grade. Students who do
not have the required coursework must satisfactorily complete
the requirement(s) in order to meet certification standards
and prior to verification of all graduate course work.
Issues regarding normal and
disordered communication across the life span are also
addressed in the core curriculum (e.g., CSD 607: Seminar in
Audiology; CSD 614: Dysphagia: CSD 615: Structure of Language,
CSD 622: Speech Disorders; and CSD 624: Advanced Seminar in
Language Differences and Disorders), and core courses address
assessment and prevention/intervention techniques that are
appropriate to the clients’/patients’ age (e.g., CSD 617:
Advanced Diagnosis of Communicative Disorders; CSD 629:
Advanced Clinical Methods for Communication Disorders).
Students can also learn more about age-related communication
disorders and assessment and prevention/intervention in
elective courses (e.g., CSD 623: Special Topics in CSD; CSD
628: Language Intervention for Infants and Toddlers).
|
3.2.3.
List the ways in which students obtain academic and
clinical education necessary for professional practice in a
multicultural society.
|
Students are required to take: CSD 615: Structure of
Language where the universal properties of language are
studied as are social and regional dialects; and CSD 624:
Advanced Seminar in Language Differences and Disorders where
normal language development with an emphasis on cultural
variations is presented. Best practices for non-biased
assessment and clinical intervention with support for
culturally and linguistically diverse clients/patients and
their families are explored through class discussion and
projects in these courses.
Multicultural issues are also infused in other CSD
courses (e.g., CSD 617, 622), and students enrolled in
clinical practicum courses track on their Monthly Attendance
Records the number of clients who are from culturally and
linguistically different backgrounds. Student clinicians have
to demonstrate competency in assessment,
prevention/intervention, and interaction and personal
qualities when working with clients/patients from cultural and
linguistically different backgrounds (see Clinical Skills
Competency Checklist).
The University has an office of Multicultural and
International Student Affairs (http://www2.selu.edu/StudentAffairs/MISA/)
that supports cultural enrichment and entertainment for
students and the University community by offering a number of
programs, lectures and activities pertaining to cultural
diversity issues. |
3.2.4.
How are contemporary professional issues (such as
reimbursement) and credentialing regulations presented in the
curriculum?
|
The Graduate Student Handbook
provides extensive print information and web links that
address professional issues, state licensure, ASHA
certification, and state teacher education certification.
Professional issues and credentialing regulations are also
covered during every Clinic Orientation Session, and personnel
from the licensure board are available to give presentations
to graduate students.
|
3.3 The scientific and
research foundations of the professions are evident in the
curriculum.
3.3.1. How does the curriculum incorporate the scientific bases of
the professions in academic and clinical experiences? Describe
how the research component of the program provided to students is
appropriate to the degree level.
|
During class discussions, faculty emphasize that
clinical practice is data driven and that evidence-based
practice should help direct clinical decisions. Students are
required to take: CSD 606: Neurophysiological Bases of Human
Communication where they learn about the anatomy and
physiology of the nervous system; CSD 604: Speech Science &
Perception where they acquire knowledge about the production,
transmission and perception of speech signals and acoustic
cues. Laboratory experiences with speech instrumentation with
clinical applications are components of the course; CSD 629:
Advanced Clinical Methods for Communication Disorders where
emphasis is placed on evidence-based clinical practice.
Students also have to complete CSD 687: Research Methods in
CSD where the principles, procedures, and techniques of
research methodologies are discussed. Students complete a
research proposal as a component of the course.
Students have the option to complete a thesis instead of
6 hours of electives, and students complete the thesis with a
grade of “P” instead of taking and successfully passing a
comprehensive examination.
The Department has a history of student-faculty clinical
research activities that culminate in presentations at
professional meetings at the national and state levels.
|
3.4 The
curriculum reflects the interaction and interdependence of speech,
language, and hearing in the discipline of human communication
sciences and disorders.
3.4.1. In what ways do the students’ academic and clinical
experiences reflect the interaction and
inter-dependence of speech, language, and hearing?
|
Course sequence for the core curriculum reflects the
interaction and interdependence of speech, language, and
hearing for normal communication and for communication
disorders. Students are reminded to apply information learned
in courses in a cumulative manner and to draw on course
content to demonstrate clinical skills. Faculty encourage
students to share their clinical experiences in classroom
discussions to help bridge theory with practice. Dr. Lillian
Stiegler wrote an article for the Leader (July , 2005)
, Why a Speech-Language Pathology Program Really, Really Needs
an Audiologist,
http://www.asha.org/about/publications/leader-online/archives/2005/050614/f050614c1.htm
, and Dr. Rebecca Davis wrote an article in the
same issue of the Leader, How an Audiologist Can Thrive
in A Speech-Language Pathology World,
http://www.asha.org/about/publications/leader-online/archives/2005/050614/f050614c2.htm.
These articles by faculty in the Department demonstrate the
program’s recognition of the interdependence of the
disciplines and the emphasis the program puts on the
interaction between the disciplines to better serve
individuals who have impaired communication. |
3.5 The
academic and clinical curricula reflect an appropriate sequence of
learning experiences.
3.5.1. In
Appendix VII,
provide a typical academic program in each area of accreditation
sought, showing the sequence of courses, describing any
differences for different tracks, distance education offerings, or
in satellite or branch campuses.
3.6 The
nature, amount, and accessibility of clinical supervision are
commensurate with the clinical knowledge and skills of each
student.
3.6.1. What are the policies and procedures for clinical
supervision for students, supervisors, and placements?
|
Supervision includes guidance,
observation, and written and oral feedback to enhance student
performance and to direct clinical competencies. Clinical
supervisors generally have a 1:5 supervisor:student ratio for
each University clinical practicum course. Supervisors
provide direct supervision beyond the minimum requirements
recommended by ASHA. Minimum supervision requirements are
adjusted if the student’s level of knowledge, experience and
competence warrants. Supervisors are available to consult
with students as appropriate, and major decisions regarding
assessment and intervention of clients are implemented or
communicated to the client/patient or the client’s/patient’s
family after the supervisor’s approval. Students’ rate the
quality and amount of supervision at the end of the semester
using the Clinical Supervisor Evaluation form.
The Clinic Director provides
supervisors in field-based settings information about the
University’s policies and procedures regarding supervision.
Included are general information regarding the Big 9, ASHA’s
recommendations regarding minimum supervision and adjustment
of amount of supervision based on the student’s needs, student
evaluation procedures with copies of the CBS
evaluation/feedback forms, grading, and contact information.
Students rate the quality of their field-based experiences at
the end of the semester using the Evaluation of Clinical
Experiences form.
University faculty serve as
liaisons between students and supervisors in field-based
settings, and faculty liaisons visit students during the
semester in their field-based settings. If necessary, the
Clinic Director or the faculty liaison will visit a student at
a particular setting, at the request of either the student
and/or the clinical supervisor. Students in field-based
settings submit to their supervisors an accounting of their
clinical clock hours using the Clinical Clock Hour Tracking
Form. This information reveals the number of contact hours
accrued and needed to meet certification. Students typically
submit the Tracking Form electronically and interact with
their faculty liaisons weekly via email. |
3.6.2. How is supervision modified to reflect the competence and
growth of each student?
|
Student clinicians are
designated as Beginning, Intermediate, or Advanced depending
on the number of accrued contact hours and levels of
competency. The amount of supervision is adjusted according
to the student’s level of development and demonstrated levels
of competency. Beginning and Intermediate students who are
enrolled in the University clinic practicum courses meet
weekly with the supervisor and individually on an as-needed
basis. Supervisors routinely provide students with oral and
written feedback regarding client management and
competencies. Minimum requirements are adjusted if the
student’s level of knowledge, experience and competency
warrant. Students who do not meet Proficiency Expectations
will complete the appropriate activities and documentation
would be filed in the student’s cumulative folder.
Intermediate and Advanced
students enrolled in field-based settings typically work
closely with their supervisor in the setting so that feedback
can be provided almost immediately. Like the Beginning
student clinician, the amount of supervision for the
Intermediate and Advanced student is adjusted according to the
student’s level of development and demonstrated levels of
competency. University liaisons meet with the field-based
supervisors to review students’ progress, and field-based
supervisors are encouraged to contact the liaison to discuss
any issues relative to a student’s performance. Proficiency
expectations can be implemented, if necessary. |
3.6.3. How does the program assess the skills of the student
before externship placement?
|
Students who are not graduates of the CSD program are
required to complete their first clinical practicum under the
direct supervision of a University supervisor. Transfer
students can apply up to 50 clinical contact hours from an
accredited program with the stipulation that the grade in the
practica course is a B or better.
Students must be in good standing with a GPA of 3.0 by
the clinic application due date to be eligible for a clinical
practicum. Clinical applications must be approved and signed
by the student’s advisor. The Clinic Director and Graduate
Coordinate review applications prior to approval for
enrollment in practica. Students must possess the minimum
clinical competencies for each practica as documented on the
Clinical Skills Competency Checklist.
Feedback regarding the student’s overall progress in
developing clinical skills are provided through various means
including: CBS evaluation using the 1-5 point Key to Clinical
Competency criteria (e.g., diagnostic, clinical session, and
mid/end-of-term forms), narrative Clinical Session Evaluation
form, verbal feedback, and checklists. Supervisors provide
comments on student’s therapy lesson plans, diagnostic and
progress reports, and counseling activities. CBS
Mid/End-of-term evaluation, Clinical Skills Competency
Checklist, and supervisor’s comments are used as criteria to
determine the student’s grade and overall progress in the
development of clinical competencies.
Proficiency Expectations for clinical skills also
require that students who earn a grade of “C” or lower must
repeat the clinical practicum until a grade of “B” or better
is earned. |
3.7 The
clinical education procedures ensure that the welfare of each
client served by students is protected and that the clinical
education is in accord with ASHA’s Code of Ethics.
Be prepared to demonstrate how confidentiality and security of
records are maintained in compliance with HIPAA and other
regulatory policies. (Do NOT submit this information with the
(re)accreditation application.)
3.7.1. Is ethical decision making, with particular reference to
the ASHA Code of Ethics and practices that are effective, legal,
and safe, incorporated into the academic and clinical curriculum?
Comments:
Students can find policies and procedures in the Student Clinician
Handbook relative to Infection Control Universal Precautions,
Safety and Fire Drills, and Emergency University Closures.
Students also can find copies of the ASHA and LBESPA Codes of
Ethics in the Student Clinician Handbook and on the CSD Majors
BlackBoard site. Faculty discuss the Codes of Ethics in a variety
of academic courses and during every Clinic Orientation session.
The University has policies and procedures concerning student
safety, health and emergency closing in the Student Handbook, on
the University’s Home page,
www.selu.edu and in the University Student Handbook (http://www2.selu.edu/StudentAffairs/Handbook/2005/).
3.7.2. How do students have access to supervisors when providing
services to clients in on- and off- campus placements?
|
Students enrolled in on-campus clinical practica meet
weekly as a group and individually with their supervisor to
review client management and to discuss professional issues.
Supervisors also meet with students on an as-needed basis.
Students have access to supervisors via university email.
Students enrolled in off-campus clinical practica attend
group staffings conducted by the Clinic Director. Students
submit weekly tracking forms to their university liaison who
communicates via email with the students. Supervisors visit
students and supervisors at off-campus placements each
semester, and supervisors are available to meet with
off-campus supervisors and students on an as-needed basis. In
addition, the Clinic Director may visit off-campus sites upon
request by the student or supervisor. |
3.8
Clinical education obtained in external placements is governed by
agreements between the program and the external facility and is
monitored by program faculty/instructional staff.
3.8.1. Include an example of a typical contract or agreement with
a clinical education site in
Appendix VIII.
3.8.2.
Who is responsible for monitoring these agreements?
3.9
Academic and clinical education provides students with learning
experiences that orient them to providing services in an
effective, ethical, legal, and safe manner.
3.9.1
How does the program prepare students to assess the
effectiveness of their services?
3.10
Clinical education includes a variety of clinical settings, client
populations, and age groups.
3.10.1 In
Appendix IX,
provide the requested information using a separate copy of the
form for each undergraduate and graduate clinical education
site used by the program in the past year, including any on-campus
facilities.
4.0 STUDENTS
4.1 The
program criteria for accepting students for graduate study in
speech-language pathology and/or audiology are consistent with the
institutional policy for admission to graduate study.
Complete table(s) below to show the
graduate admission criteria for the university/college and for the
program. For example, a common metric is GPA, and the university
and program might both require a minimum GPA of 3.0. If
additional criteria are used that do not adapt to tabular form,
have them available for site visitors to assess and/or provide
applicable web page references.
|
Entry-level master’s degree program |
|
Metric |
University
Criterion |
Program
Criterion |
|
|
|
Same |
|
|
|
Cumulative Grade Point Average (GPA) of last 60 undergraduate
academic hours multiplied by 200 |
|
Admission requirements for Regular status in degree program |
Specific to each degree program |
Verbal & Quantitative Scores and the Analytical Writing Score
from the GRE
(GPA x 200 + V + Q=1,350 pts. to be eligible for
consideration)
The Analytical Writing Score from the GRE will be considered
separately. |
|
Satisfactory academic standing |
Have satisfactory academic standing at the last institution
attended |
Same |
|
Recommendation |
Be recommended in writing by the graduate coordinator/director
for the individual degree program |
Three Letters of Reference
for CSD application
Approval by Graduate Coordinator upon acceptance |
|
Approval |
Be approved by the Graduate School Dean |
Same |
4.2 The
program makes reasonable adaptations in curriculum, policies, and
procedures to accommodate differences among individual students.
Be prepared to demonstrate to site visitors how these adaptations
are enacted with regard to admission, field placement, and
retention practices. (Do NOT submit this information with the
(re)accreditation application.)
4.2.1. Are there provisions for accommodations of individuals
with special needs with respect to
curriculum, practicum, policies, and procedures?
Comments:
The Office of Disability Services is housed in the Division of
Student Affairs and whose mission is to facilitate the process of
academic accommodations for students with disabilities and to work
in collaboration with other University units in an effort to
ensure full participation in all activities, programs, and
services of the University
http://www2.selu.edu/StudentAffairs/Disability Services/
Department course syllabi contain information about the Office of
Disability and that accommodations are available for a student who
is registered with the Office of Disability Services (e.g., note
takers, extended test time, enlarged font, tape recording).
Students can find additional information about accommodations and
how to contact the Office of Disability Services via a link on the
CSD Majors BlackBoard site. (http://blackboard.selu.edu/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_79624_1)
4.3 Students
are informed about the program policies and procedures, degree
requirements, requirements for professional credentialing, and
ethical practice. A student complaint process is documented.
Be prepared to show relevant records (including student complaint
files) and student information materials to the site visitors. (Do
NOT submit this information with the (re)accreditation
application.)
4.3.1. How are students informed about program policies and
procedures, degree requirements, requirements for professional
credentialing, ethical practice, and complaint procedures
(including contacting the CAA)?
|
Incoming graduate students are provided with a Graduate
Student Handbook and attend an Orientation Session.
Information about course sequences, degree requirements,
licensure and certification are provided in the Student
Handbook and during the Orientation Session. Information
about the Department’s Policies and Procedures can also be
found on the CSD Majors BlackBoard web site. Contact
information for the CAA is provided to students in the Student
Handbook and in the Student Clinician Handbook, and a link to
the CAA complaint process is also given in both documents, at
the Comprehensive Examination Orientation meeting and in the
Comprehensive Examination Handbook, and on the CSD Majors
BlackBoard site under External Links>ASHA. (http://www.asha.org/about/credentialing/accreditation/accredmanual/section8.htm
Additionally, information about the complaint process is
reviewed each semester in Clinic Orientation meetings and
during advising meetings each semester. Students are
encouraged to contact their advisor, Graduate Coordinator, or
Program Director whenever they have a question or concern. In
addition, a Blackboard web site for CSD majors has links to
the licensure board, state and ASHA certifications so that
students can access information and application forms. |
4.3.2 What are the program’s policies for dealing with student
complaints? Also, how are complaints reviewed to assess their
impact on compliance with accreditation standards?
|
Students are referred to the University Student Handbook
http://www2.selu.edu/StudentAffairs/Handbook/2005 for
information about grievances and complaint processes and to
the University catalogue for policies and procedures relative
to Appeal of Grade. Students are instructed at the Graduate
Student Orientation and at each Clinic Orientation that they
should meet with the individual instructor to discuss issues
of concern. If the issue is not resolved to the student’s
satisfaction, then the student and/or instructor can meet with
the instructor’s immediate supervisor (i.e., Program
Director/Department Head, Clinic Director, Dean). If the
issues were still not resolved to the student’s satisfaction,
the student would be instructed to follow the procedures
outlined in the Student Handbook and University catalogue.
Students are encouraged to meet with instructors, the Graduate
Coordinator, Department Head, Clinic Director, or Dean to
discuss any concerns relative to the program.
Copies of formal grievances are filed with the Program
Director/Department Head, and they are forwarded to University
administrators, when appropriate. |
4.3.3 Is a record of student complaints retained?
Comments:
Students are directed to initially contact the instructor or
supervisor if there is a problem. If the problem is not resolved
at the instructor level, the student and instructor submit written
descriptions about the dispute to the Department Head/Program
Director. The Department Head/Program Director has the option to
meet with the student and/or instructor prior to and subsequent to
the written submission. The Department Head can render a decision
regarding the dispute unless otherwise specified by University
policy. If the student is not satisfied with the decision of the
Department Head/Program Director, then the student can file a
complaint with the Dean. The decision of the Dean is final. A
file of student complaints that reach the Department Head is kept
in the Department Head’s office.
4.4
Students receive advising on a regular basis that pertains to both
academic and clinical performance and progress. Students are also
provided information on student support services.
Be prepared to provide evidence of advising procedures and
documents to the site visitors. (Do NOT submit this information
with the (re)accreditation application.)
4.4.1. Describe the program’s advising policies and procedures
with respect to academic and clinical instruction, access to
adjunct faculty, and student support services.
|
The Department has advising
holds on all graduate courses. Students meet with their
assigned advisor each semester to review scheduling, and each
student has a long-range scheduling plan developed to ensure
appropriate sequencing of courses. During the advising
session, students review with their advisor their progress
toward meeting KASA requirements and completing portfolio
requirements. Students must secure their advisor’s
authorization prior to registering for courses and before
applying for clinical practica. Students are notified via the
CSD Majors BlackBoard site about advising dates and how to
contact their advisor.
Students who have course work
with an adjunct faculty have access to the instructor via
posted office hours, email, and Blackboard sites. Students
and faculty can arrange for an appointment during the
instructor’s posted office hours or at another time convenient
to both parties. Students evaluate access to faculty,
including adjunct faculty, using the SOT semester
evaluations.
Students are given information
about University support services in the Graduate Student
Handbook and during the Orientation Session. A link to the
University’s Division of Student Affairs (http://www2.selu.edu/StudentAffairs/)
where support services can be found is also listed on the CSD
Majors BlackBoard site. |
5.0
PROGRAM RESOURCES
5.1
The institution provides adequate financial support to the
program so that the program can achieve its stated mission, goals,
and objectives.
5.1.1.
Using the table below, report the main sources and amounts
of support for the program in the current academic year.
|
Source of
Support |
Amount |
|
1. Institutional support total |
|
|
1a. Faculty and staff salaries
Faculty salaries
Full-time Administrative Assistant salary
Part-time/Overload salaries
2 Graduate assistants (including summer
includes tuition
Student labor |
$575,800
30,576
6,500
18,744
4,700 |
|
1b. Supplies and expenses (all noncapital and
nonsalary expenditures)
Field Travel
Conference Travel (CSD Dept. Prof. Dev.) |
|
|
1c. Capital equipment |
|
|
2.Grants and contracts total
Research & GrantsTravel
Teaching Enhancement/Faculty
Development/Mini Grants
Student Academic Enhancement Travel
Student Tech Fee Grant with Biology
Student Tech Fee (CSD Dept.)
Professional Development (Travel)
SGA Student Travel |
$ 2,400
3,782
2,500
23,782
15,500
500
500 |
|
3.Other sources total
Clinic Fees/Lab Fees generated
Academic Enhancement
Development Fund
Library Fund |
$29,334
14,721
4,100
$ 1,048 |
|
GRAND
TOTAL |
$754,081 |
5.1.2. Is support adequate?
Comments:
The University supports the faculty with: merit increases, funds
for professional development, technology for classroom
instruction, library acquisitions, and research time and support.
The Department established a Development Fund that supports
departmental, clinical, faculty, and student activities. Several
new endowed and “in and out” student scholarships have been
established with the help of personnel from the University’s
Development Foundation. The Dean and the SGA support student
travel to professional meetings.
5.2 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, goals, and objectives.
Be prepared to provide the site visitors with a tour of on-campus
facilities.
5.2.1 Are all physical facilities (office, classroom,
research, and clinical facilities) adequate to achieve the
program’s mission, goals, and objectives?
Comments:
The Department is house in Charles W. Campbell Hall and the
facility consists of: 11 individual faculty offices, 11 therapy
rooms, 1 computer/speech lab, 1 audiological suite, 1 waiting
area, 1 conference room, 2 classrooms, 1 secretarial office, 1
student work area, 1 faculty lounge, 1 general work office.
5.2.2 Are all physical facilities (office, classroom,
research, and clinical facilities) appropriate, safe, and
reasonably accessible to persons with disabilities?
Comments:
Campbell Hall is accessible to individuals with disabilities.
5.3 The
program’s equipment and educational/clinical materials are
appropriate and sufficient to achieve the program’s mission, goals
and objectives.
Be prepared to show major equipment and materials to the site
visitors, and prepare an inventory of major equipment and
materials for the site visitors to review. Also, be prepared to
show equipment calibration records to the site visitors. (Do NOT
submit this information with the (re)accreditation application.)
5.3.1.
Are the equipment and educational/clinical materials
adequate?
Comments:
Faculty update/purchase educational, clinical, and research
equipment/technology through various sources (e.g., departmental
funds, scientific equipment funds, student technology fees,
internal and external grants).
5.3.2. What are the procedures used by the program
to ensure proper equipment calibration?
|
The Department has an Equipment Maintenance Program with
Specialty Underwriters to maintain and calibrate equipment on
a schedule or on an as-needed basis. Audiological equipment
is calibrated annually, and the Clinic Director and Audiology
Clinic Director oversee maintenance of the Department’s
equipment. The Audiology Clinic Director maintains
calibration records for audiological equipment. |
5.4 The
program has access to clerical and technical staff, support
services, and library and computer resources that are appropriate
and sufficient to achieve the program’s mission, goals, and
objectives.
5.4.1.
Are the clerical and technical staff, support services, and
library and computer resources adequate and sufficient to meet the
mission, goals and objective of the program? Check below. Use
the comment section to explain “no” responses and to describe how
resources are sufficient for distance education offerings, as
applicable.
|
Support
Component |
Adequate
and sufficient to support the mission? |
Available
and accessible? |
|
Clerical and Technical |
_x__Yes __No |
_x__Yes __No |
|
Library |
_x__Yes __No |
_x__Yes __No |
|
Computer and internet |
_x__Yes __No |
_x__Yes __No |
Comments:
Library resources are available to students via the student’s web
account, and the Library subscribes to several databases,
professional on-line and print journals. Audiovisual materials
for use by faculty and students can be check out through the
Center for Faculty Excellence (CFE), and technical assistance is
generously provided by staff in the CFE and the Library.
Additional acquisitions are purchased through the Library for the
Department’s use, and the Department has a library liaison who
facilitates acquisitions and instructional services for the
students and faculty. The library’s web site is easily navigated,
and there are many help features to aid research. (e.g., Ask A
Librarian, interlibrary loan, electronic reserve). The Library is
accessible to individuals with disabilities and assistive
technology includes: Computers equipped with software to aid
individuals with disabilities which are available adjacent to the
Library’s media office. The computers contain word-processing
programs, a text-enlarging program, a speech-synthesizer/reading
program, a scanner/reader, and communications software. Through
the computers, patrons may access the
Library Catalog, the library's CD-ROM databases, and the
University’s intranet (Leonet).
5.5 The
program has access to a client base sufficiently large and diverse
to achieve the program’s mission, goals, and objectives and to
prepare students to meet the ASHA-recognized national standards
for entry into professional practice.
5.5.1.
Is the client base sufficiently large and diverse to meet
this standard? Refer to the
clinical populations of the practicum facilities listed in
Appendix IX.
Comments:
See
Appendix IX: Clinical Population Form
for practicum facilities. The Department maintains
professional agreements/contracts with a variety of facilities
(e.g., school systems, special schools, private practitioners,
special centers, hospitals, and rehabilitation agencies) for
off-campus practicum sites in addition to the on-campus
Speech-Language-Hearing Clinic. Students work with
clients/patients across the age span with various disorders and
differing levels of severity.
APPENDIX I:
SELF-EVALUATION OF COMPLIANCE
INSTRUCTIONS: Evaluate whether your program is in compliance with
each of the standards. For each response, note the page number in
the application on which supporting information can be found. Do
NOT reference page numbers from any previous application or annual
report document.
IN
COMPLIANCE: Yes No
Page NEEDS IMPROVEMENT (DESCRIBE)
1.0 Administrative Structure and Governance
1.1 __x___ _____
_____ ________________________________
1.2 __x___ _____
_____ ________________________________
1.3 __x___ _____
_____ ________________________________
1.4 __x___ _____
_____ ________________________________
1.5 __x__ _____
_____ ________________________________
1.6 __x___ _____
_____ ________________________________
1.7 __x___ _____
_____ ________________________________
1.8 _ x___ _____
_____ ________________________________
2.0 Faculty/ Instructional Staff
2.1 __x___ _____
_____ ________________________________
2.2 __x___ _____
_____ ________________________________
2.3 __x___ _____
_____ ________________________________
2.4 __x___ _____
_____ ________________________________
3.0 Curriculum (Academic & Clinical Education)
3.1 __x__ _____
_____ ________________________________
3.2 __x___ _____
_____ ________________________________
3.3 __x__ _____
_____ ________________________________
3.4 __x__ _____
_____ ________________________________
3.5 __x__ _____
_____ ________________________________
3.6 __x__ _____
_____ ________________________________
3.7 __x__ _____
_____ ________________________________
3.8 __x__ _____
_____ ________________________________
3.9 __x__ _____
_____ ________________________________
3.10 __x__ _____
_____ ________________________________
4.0 Students
4.1 __x__ _____
_____ ________________________________
4.2 __x__ _____
_____ ________________________________
4.3 __x__ _____
_____ ________________________________
4.4 __x__ _____
_____ ________________________________
5.0. Program Resources
5.1 __x__ _____
_____ ________________________________
5.2 __x__ _____
_____ ________________________________
5.3 __x__ _____
_____ ________________________________
5.4 __x__ _____ _____
________________________________
5.5 __x__ _____
_____ ________________________________
What is the program’s greatest area of strength? Faculty,
students’ clinical education, faculty-student mentoring
What is the program’s greatest area of
weakness?____________________________________________
____________________________________
Paula S.
Currie, Department Head and Program Director
(Signature of
Program Director) (Name & Title
of Program Director) (Please print or type)
|
