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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  








The institution named below desires that its education program leading to a masterís 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This application may be withdrawn by the program at any time and for any reason before final action by the CAA without prejudice.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



July 19, 2006

Signature of President of Institution or Designee




Telephone Number




Name and Title (Please print or type)


Dr. Randy Moffett, President






548 Western Avenue

P.O. Box 10784


City, State, Zip


Hammond, Louisiana 70402







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 programís 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







August 1, 2006












Southeastern Louisiana University





Nursing & Health Sciences






Communication Sciences & Disorders






500 Western Avenue, P.O. Box 10879






Hammond, LA  70402





Name: Paula S. Currie

Title: Head






985-549-2214 or 2895



































o Clinical Doctorate in Audiology



w Masterís in

Speech-Language Pathology









Master of Science (MS)







o Consortium (specify)______________________________

o Distance Education

o Satellite or Branch Campus (specify)_________________






From: 12/98 (mo./yr.)



To: 11/06 (mo./yr.)

Extension>Hurricane Katrina




Southern Association of Colleges and Schools (SACS)




From:  12/2005 (mo./yr.)


To:   12/2015 (mo./yr.)




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.






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







1.2        The programís 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 programís 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. 


      The mission of Southeastern is to lead the educational, economic and cultural development of southeast Louisiana. http://www2.selu.edu/Administration/recordsandregistration/2005_06catalog/gen_info/general_information.pdf


      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)


      The mission of Southeastern Louisiana Universityís 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 professionís 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 studentsí 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.



      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 programís mission and purposes: to foster studentsí knowledge about communication disorders, to appreciate communication differences within multicultural environments, and to expand the professionís 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 programís 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, Employersí 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 Departmentís Administrative Assistant and in the Deanís office.  The Department Head chairs the faculty meetings. 


1.3      The programís 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 programís 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 Universityís Organizational Chart can be viewed at


       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 Universityís 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 Departmentís Graduate Coordinator is the liaison between the Departmentís 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 Departmentís 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 Collegeís Curriculum Committee where decisions about undergraduate and graduate curriculum are determined.  The Departmentís Graduate Coordinator is a member of the Graduate Council, which meets monthly to discuss curriculum and graduate studies issues.  The Departmentís 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 Deanís office summarizes the quantitative data and types the facultyís 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)



Departmentís 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:

ďIf 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 Handbook http://www2.selu.edu/documents/policieis/faculty_handbook/

University Catalogue (2005-06, p.41) Nondiscrimination Against and Accommodation of Individuals with Disabilities


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


Department self-evaluations:  Graduate Student Orientation, Evaluation of Supervisor, Evaluation of Clinical Experiences, Orientation for Comprehensive Examination, Exit Surveys


University-administered evaluations:  University Student Exit Survey, Department Student Exit Survey. Data from most University-administered evaluations can be found on the Institutional Research homepage (http://www2.selu.edu/Administration/Inst-Research/)


Rationale:  These evaluations provide the Department with studentsí feedback about information provided to them from the beginning to culmination of their program.  It also provides information relative to the programís academic and clinical education.


University Alumni Survey, Department Employersí Survey (http://www2.selu.edu/Administration/Inst-Research/)


Rationale:  These data provide the program with information about the appropriateness of coursework and the preparedness of students to deliver clinical services.


Evaluations of the New Graduate Student Orientation, Evaluation of the Orientation for the Comprehensive Examination, Student Opinion of Teaching, Evaluation of Supervisor, Evaluation of Clinical Experiences, University and Departmental Student Exit Surveys,

Southeastern Enrollment Management Report:  Recruiting & Retention, Graduation Rates by Major; passing rate for comprehensive examination and Praxis; review of scores in the Praxis categories.  Data from most University-administered evaluations can be found on the Institutional Research homepage (http://www2.selu.edu/Administration/Inst-Research/)


Rationale:  The programís self-evaluations provide specific information about the curriculum and clinical training.  The Universityís evaluations complement the programís self-evaluations and act as a reliability indicator for the programís data. 













1.6.2.   Provide examples of how the program evaluates studentsí academic and clinical progress with formative and summative assessments. 


Program Evaluates

Formative Assessment

Summative Assessment

Academic education


Example: course exams/quizzes; classroom activities; research papers; presentations


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 studentís 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


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.


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 Departmentís self-evaluation measures (e.g., Exit Surveys, Evaluation of Clinical Experiences, Employersí 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 studentsí 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 studentsí 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.    Studentsí 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 studentsí interests and to provide students with exposure to specialized topics.


           1.6.6.    Provide, to the best of your knowledge, the percentage of your graduates in the last 3 years that have been employed in the profession within one year of graduation, using the format shown below. NOTE: This percentage should include graduates who are either employed or are pursuing further education in the profession.


Academic Year

Employment Rate in Profession (%)


Speech-Language Pathology


Current year



Prior year



2 years prior



Average for three years*

99% (98.6)



                  * If the 3-year employment average is below 80%, provide an explanation.





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 Ė one or both may be used).







Not Applicable

ETS Testing Cycle


ETS Data

Program Data

ETS Data

Program Data


Current Year

Number of students taking exam





Number (and %) passed*

26 (96%)





Prior Year

Number of students taking exam





Number (and %) passed*

12 (92%)





2 Years Prior


Number of students taking exam





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]





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 studentsí and recent graduatesí 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.


1.7.1. Provide the program completion rates, within the expected time frame identified by your university/program, for the graduation cohorts in each of the last 3 years for each degree program (based on enrollment data).


(NOTE:  The expected completion time is based on the programís or the institutionís standards for length of time to degree.  It will differ among programs depending on factors such as part-time study options, required internships, and so forth.  The current yearís completion rate is calculated as the number of students who graduate this year divided by the number who began the program


at the point in the past specified by the programís expectation for completion time (e.g., 6 semesters ago).  Previous years are calculated in the same manner.)


Academic Year

Number of Students Completing the Program

Program Completion Rate (%)






Current year

32 (33)




Prior year

22 (25)




2 years prior

31 (34)










*If the average rate over 3 years falls below 80%, please explain and describe the activities in which you have engaged to improve the completion rate.





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 Departmentís main office with a signed checkout form. A studentís 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 courseís KASA   competencies, signed verified copies of the courseís checklist are included in the studentís portfolio.  Copies of completed ASHA application and Verification forms are filed in the studentís 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 studentís 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, clientsí ages, type and severity of disorders, and if clients/patients served are from CLD backgrounds.


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.





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 studentsí academic forms and records, and the Clinic Director maintains studentsí 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 studentís advisor, Graduate Coordinator, and Department Head sign off on the studentís degree plan.  Students are given copies of approved degree plans, and students meet each semester with their advisor to update their advising plan.


      The studentís 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 semesterís total clinical clock hours.  At the end of the studentís 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 studentís 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.


      Information about the program can be accessed at www.selu.edu/csd, in the Southeastern General Catalogue on line  http://www2.selu.edu/Administration/recordsandregistration/2005_06catalog/courses/index.htm and in print, recruiting handouts, and the CSD newsletter, More than Just Talk


      The University is currently undergoing a web redesign, and URL addresses may change and content will be revised.  The site visitors will have the opportunity to view the University and Departmental web sites at the time of the visit. 









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 individualís ASHA and licensure cards, and the Universityís 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 Ė 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 supervisorís 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


Entry-Level Degree

(e.g. Masterís or AuD)

Post Entry Level

(e.g., PhD)







Speech-Language Pathology

















SLH Sciences







Other: (specify)












      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 institutionís expectations regarding faculty workloads and scholarly productivity?  Also, briefly summarize the institutionís expectations for granting tenure.


      The basic teaching load at Southeastern is the equivalent of 15 hours of lecture per week.  Three of the 15 hours are devoted to research for tenure-track and graduate faculty.  Normally two or three hours of laboratory assignment are calculated as one lecture hour.  Reductions in teaching loads may be made for committee and administrative assignments and for scholarly activities. 


      Criteria for tenure:

To be eligible for tenure, the faculty member must be in a tenure-track position, hold the rank of assistant professor or higher, and have

1.       Earned the appropriate doctorate or other appropriate terminal degree from an accredited university.

2.       Demonstrated Excellence in Teaching/Job Effectiveness or in Professional Activity.  If Teaching/Job Effectiveness is chose as the category of Excellence, then the individual must have demonstrated Distinction in Professional Activity or Service and have demonstrated adequacy in the third category.  If Professional Activity is chosen as the category of Excellence, then the individual must have demonstrated Distinction in Teaching/Job Effectiveness, and Adequacy in Service.

      The Department Head or other appropriate administrative head shall evaluate faculty of any rank serving the probationary period each year in order to establish progress toward meeting departmental, college, and institutional goals for the awarding of tenure.


      For faculty with a 6-year probationary period, an interim review will take place no later than the end of the spring semester of the third year.  The interim review will take place according to the time schedules in the Interim Review Schedule for Probationary Faculty.  For those faculty having a shorter probationary period, the review will occur approximately midway in the period.  A peer review committee, department head, and dean shall review the materials to determine the faculty member is making progress toward the requirements of tenure and promotion. 


2.2.5. Is there adequate time for the faculty to engage in scholarly, creative, and administrative activities consistent with the institutionís expectations?







Comments:  Three of the 15 hours of teaching time are devoted to research for tenure-track and graduate faculty.  Reductions in teaching loads may be made for committee and administrative assignments and for scholarly activities. 


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 Universityís 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 Departmentís 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.


      The faculty are supported in continuing education activities with funds from the University and the Department.  Faculty write grants to receive support from the Center for Faculty Excellence for travel grants to professional conferences and funds to purchase materials under Teaching Enhancement Grants and Innovative Teaching Initiatives.  Faculty often attend free in-service trainings given by experts at the Center for Faculty Excellence.  Several faculty have received the Award for Continuing Education from ASHA.  All faculty maintain a current valid state license, which requires a minimum of 10 hours of continuing education units each academic year.  


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?


Text Box: Faculty use the CSD Annual Faculty Evaluation to develop annual goals and for self-evaluation in the areas of teaching/job performance, professional activities, and service.  Criteria for levels of performance are outlined in the evaluation document.  Faculty meet with the Department Head in the fall to review annual goals and to discuss progress toward tenure and promotion, if appropriate.  In the spring, faculty meet with the Department Head to review their performance.  Following the meeting between the Department Head and the faculty, the Dean reviews the individual facultyís annual evaluation, reviews the evaluations with the Department Head, and signs approval of the evaluation.  A copy of the signed evaluation is distributed to each faculty and filed in the facultyís personnel file in the Departmentís office.             










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.)


      The graduate curriculum is consistent with the mission and goals of the program and complies with the 2005-certification standards.  Academic courses and clinical practica are designed to provide knowledge and skills for serving a diverse population across the life span.  These experiences utilize different service-delivery models in various settings.


      Faculty met extensively and reviewed courses and content to identify learning outcomes across the curriculum.  Student learning outcomes for knowledge and skills are identified on each syllabus.  Course competencies checklists have been developed for both knowledge and skills to help students track their progress in meeting program requirements, KASA competencies, and certification requirements.  Proficiency expectations are also identified on each syllabus, and students who do not meet expectations complete activities as decided between the instructor and student.  The Proficiency Expectationsí statement reads:

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 studentís course form.  If a student does not satisfactorily complete the required improvement work before the end of a course/clinical practicum, the grade of ďIĒ may be given, and the Academic Review Committee will be notified.  Additional actions may follow from the committee.

      Competency for clinical skills is also tracked in each practicum using the Clinical Skills Competency Checklist and the CBS Mid/End-of-Term Evaluations.  


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 studentsí 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 assignmentís 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 Universityís 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?






Academic Credits (min)

Clinical Credits (min)

Elective Credits (min)

Required Research Credits

Total Credits Required For Degree




(+3 research)













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 Departmentís undergraduate program complete at least one graduate clinic in the Universityís 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 studentís 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



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 studentís level of knowledge, experience and competence warrants.  Supervisors are available to consult on an as-needed basis for the clientís/patientís disorder, and studentís must secure their supervisorís approval prior to implementing or communicating with clients/patients, families, or other professional on major decisions regarding assessment and intervention.  Studentsí 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 clientís/patientís 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 clientís/patientís 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 Scienceís 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 collegeís 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 Departmentís 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).  Studentsí 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 clientsí/patientsí 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).    


      Students also acquire additional knowledge and skills in clinical practicum that are exclusively or almost exclusively child or adult placements. 




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.


      Information about billing and coding, Medicare, Medicaid, and HIPAA is also available to students 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 ).  Students learn about the various coding systems in academic courses and clinical staffings (e.g., CSD 617: Advanced Diagnosis of Communicative Disorders).  


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 ďPĒ 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 studentsí 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 programís 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 studentís 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 clientís/patientís family after the supervisorís approval.  Studentsí 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 Universityís policies and procedures regarding supervision. Included are general information regarding the Big 9, ASHAís recommendations regarding minimum supervision and adjustment of amount of supervision based on the studentís 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 studentís 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 studentís 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 studentís 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 studentís level of development and demonstrated levels of competency.  University liaisons meet with the field-based supervisors to review studentsí progress, and field-based supervisors are encouraged to contact the liaison to discuss any issues relative to a studentís 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 studentís 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 studentís 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 studentís therapy lesson plans, diagnostic and progress reports, and counseling activities.  CBS Mid/End-of-term evaluation, Clinical Skills Competency Checklist, and supervisorís comments are used as criteria to determine the studentís grade and overall progress in the development of clinical competencies.


      Proficiency Expectations for clinical skills also require that students who earn a grade of ďCĒ or lower must repeat the clinical practicum until a grade of ďBĒ 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 ASHAís 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 Universityís 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?


      The Clinic Director, Department Head, and the Dean monitor agreements.  The Universityís counsel reviews initial, renewal, or revised contracts prior to signature.  The Departmentís Administrative Assistant administers the agreementsí paperwork.   


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?


      Students meet with their supervisors at midterm and end-of-term where both parties review performance using the CBS evaluation and the Clinical Skills Competency Checklist.  Supervisors routinely ask students to evaluate their clinical performance, to contribute alternative procedures, and to establish personal goals and objectives for patient management and professional development.  Students analyze data from clinical sessions to determine client/patient progress and the need for modification of management plans.  Academic faculty and clinical supervisors utilize various self-evaluation methods (e.g., reflection papers, peer critiques, journals, daily progress note with a self-evaluation component). 



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.







4.1  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 masterís degree program


University Criterion

Program Criterion

Bachelorís degree from regionally accredited college




Earned minimum 2.5 GPA on all undergraduate work attempted, or earned 2.75 GPA on all undergraduate upper-level work attempted

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



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


Be approved by the Graduate School Dean



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 Departmentís 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 programís 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 studentís satisfaction, then the student and/or instructor can meet with the instructorís immediate supervisor (i.e., Program Director/Department Head, Clinic Director, Dean).  If the issues were still not resolved to the studentís 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 Headís 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 programís 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 advisorís 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 instructorís 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 Universityís Division of Student Affairs (http://www2.selu.edu/StudentAffairs/) where support services can be found is also listed on the CSD Majors BlackBoard site.








5.1                   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






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












 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.Other sources total

         Clinic Fees/Lab Fees generated

   Academic Enhancement

   Development Fund

   Library Fund






$ 1,048








            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 ďin and outĒ student scholarships have been established with the help of personnel from the Universityís 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 programís 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 programís equipment and educational/clinical materials are appropriate and sufficient to achieve the programís 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 Departmentís 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 programís 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 ďnoĒ 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




_x__Yes   __No


_x__Yes   __No


Computer and internet


_x__Yes   __No


_x__Yes   __No


Comments:  Library resources are available to students via the studentís 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 Departmentís use, and the Department has a library liaison who facilitates acquisitions and instructional services for the students and faculty.  The libraryís 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 Libraryís 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 Universityís intranet (Leonet).


5.5        The program has access to a client base sufficiently large and diverse to achieve the programís 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.













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 programís greatest area of strength?  Faculty, studentsí clinical education, faculty-student mentoring

What is the programís 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)


[1] The national pass rate for the Praxis Examination series is calculated annually by ASHA based on exam takers who  indicate ASHA as a score recipient (for 2002-2003 ETS Testing Cycle, the national pass rate was 75% for SLP and 76% for Audiology; for 2003-2004 ETS Testing Cycle, the national pass rate was 75.2% for SLP and 70.6% for Audiology;  for the 2004-05 ETS Testing Cycle, test score data are still being collected).




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