1.1 The sponsoring institution of higher education holds current regional accreditation
1.1.1: Evidence SACSCOC website
1.2 The sponsoring institution of higher education must be authorized to provide the program of study in audiology and/or speech-language pathology
1.2.1: Provide documentation that the institution has received authorization to provide the program of study from a state agency that has authority for higher education or other authorized entity that has authority for programs of study at the sponsoring institution, OR provide a letter of attestation from the sponsoring institution’s board of regents or from a recognized board or panel with this authority.
Evidence: Letter from Past-President Dr. White attesting to APSU BOT Approval of the MSLP program
1.2.2: Provide documentation that the sponsoring institution of higher education has appropriate graduate degree–granting authority.
Evidence: Public Chapter-896-FOCUS-ACT
Evidence: Bylaws of the APSU BOT, Article III, Section 1, Powers and Duties, Item C
1.3 The program has a mission and goals that are consistent with preparation of students for professional practice.
1.3.1 Provide the mission and goals of the program. If the program is part of a consortium, provide the mission statement and goals for each entity within the consortium.
Evidence: MSLP Mission
Evidence: MSLP Program Goals listed public website for MSLP program
Evidence: MSLP Strategic Plan on Evidence Website with Program Goals
1.3.2 Describe how the program will use the mission and goals statements to guide decision making to prepare students for entry into professional practice in audiology or speech-language pathology.
Evidence: MSLP/CSDI Faculty Meeting Agendas and Minutes
Evidence: MSLP Strategic Plan Annual Report of Progress
1.4 The program faculty must regularly evaluate the congruence of program and institutional missions and the extent to which the goals are achieved.
1.4.1 Provide the mission statement of the institution. If the program is a consortium, include information for all participating entities.
Evidence: APSU Mission Statement
1.4.2 What mechanisms will the program use to regularly evaluate the congruence of the mission and goals of the program and the institution?
Rubric for evaluation of congruence was under construction. Dr. Kleinhans began work with Dr. Wornhoff, Director of the Office of institutional Effectiveness and Assessment to Develop appropriate rubrics in December 2020. The draft was reviewed at this End of Year Program Faculty meeting. That draft was sent to Dr. Wornhoff June, 6, 2022.
Evidence: Adopted Faculty Assessment Rubric for MSLP Mission Goals Plan
1.4.3 What mechanisms will the program use to regularly review and revise its mission and goals?
Evidence: MSLP Advisory Board Members
1.4.4 Describe how the program will systematically evaluate its progress toward fulfilling its mission and goals.
Evidence: Adopted Faculty Assessment Rubric for MSLP Mission Goals Plan
Evidence: https://www.apsu.edu/dsir/qualtrics
1.5 The program develops and implements a long-term strategic plan.
1.5.1 Describe the methods used to assure the congruence of the program’s strategic plan with the mission and goals of (a) the program and (b) the sponsoring institution.
Evidence: MSLP Strategic Plan on Evidence Website with Program Goals
1.5.2 Describe the methods used to ensure that the program’s strategic plan has the support of the university administration.
Evidence: MSLP Evidence Website Email evidence of administration input/support
1.5.3 Describe the methods used to ensure that the strategic plan reflects the role of the program within its community.
Evidence: List of community partners that attended a luncheon on November 15, 2019 to meet with the Tennessee Higher Education Commission (THEC) staff and two external reviewers, academic faculty, Dr. Fallon of Towson University and Dr. Goberman of Bowling Green State University. Testimony is found on pp. 37-40 of the New Academic Program Proposal Submitted to THEC February 18, 2020.
- Millard House, Director, Clarksville-Montgomery County Schools
- Ann Murtha, Vice Chair, Clarksville-Montgomery County School Board
- Alex Villa, CEO, Tennova Hospital, Clarksville
- Beth Hillner, Assistant CEO, Tennova Hospital, Clarksville
- Keri Garrett, In-patient Rehabilitation Director, Tennova Hospital, Clarksville
- Deborah Wortham, Speech-Language Pathologist, Tennova Hospital, Clarksville
- Quentin Humberd, MD, Developmental-Behavioral Pediatrics-Blanchfield Army Hospital
- General Scott Brower, APSU, Military Advisor in Residence
- Carla Heckman, Speech-Language Pathologist, Ft. Campbell Department of Defense Page
- Kristin Patton, Speech-Language Pathologist, Ft. Campbell Department of Defense
- Susan Taylor, EDIS, Ft. Campbell
- Tracy Watson, Title IX Coordinator, Stewart County Schools
- Robyn Crain, Special Education Supervisor, Stewart County Schools
- Briana Lancaster, Speech-Language Pathologist, Stewart County Schools
- Rebecca Britt, Elementary Coordinator of Special Populations, Clarksville-Montgomery County Schools
- Gloria Garner, Co-owner, Advanced Therapy Solutions
- Susan Lingg, Co-owner, Advanced Therapy Solutions
- Megan Farris, Lead Speech-Language Pathologist, Advanced Therapy Solutions
- Jessie Carter, Owner, High Pointe Therapy
- Trish Hanna, Executive Director, Clarksville Association Down Syndrome
- Doug Hanna, Parent
- Sandra Mayo, Board of Directors, Clarksville Association Down Syndrome
- Susie Yonkers, Central Civitan
1.5.4 Describe the process for creating, implementing, and evaluating the program’s strategic plan, as related to the residential, distance education, and/or satellite components of the program.
Evidence: Std 1.5.4 External Input THEC Memo
Evidence: Adopted Faculty Assessment Rubric for MSLP Mission Goals Plan
1.5.5 Provide an executive summary of the strategic plan that is shared with faculty, students, staff, alumni, and other interested parties.
1.5.6 Describe how the executive summary of the strategic plan will be disseminated to faculty, staff, alumni, and other interested parties.
1.5.7 How will the disseminated plan be regularly updated to reflect the results of the ongoing evaluation of the plan?
Evidence: Executive Summary and Annual Report of Progress Year 1
1.6 The program’s faculty has authority and responsibility for the program.
1.6.1 Provide an organizational chart that demonstrates how the program fits into the administrative structure of the institution
1.6.2 If your program does not have independent departmental status, describe how the program will maintain authority and responsibility for the program within the structure or policies and procedures of the institution.
1.6.3 Where is the program housed administratively (e.g., College of Education, School of Medicine)? (Select one.)
Evidence: URL MSLP Evidence Web pages-STD 1.6.1. APSU Administrative Organizational Chart May 2021
Evidence: STD 1.6.1. MSLP Fit into Administrative Structure at APSU
Evidence: HHP Organizational Chart
1.6.4 Describe the ways in which program faculty and instructional staff have authority and responsibility to initiate, implement, and evaluate substantive decisions affecting all aspects of the professional education program, including the curriculum.
Evidence: APSU Policy
- APSU Policy 2:001 Curricular Development and Modification Approval
- APSU Policy 2:011 Membership and Responsibilities of University Curriculum Committee
- APSU Policy 2:049 Chairs, Directors, and Coordinators
Program Director
1.7 The individual responsible for the program of professional education that is currently seeking accreditation holds a graduate degree with a major emphasis in audiology, speech-language pathology, or speech, language, and hearing science, and holds a full-time appointment in the institution.
Evidence: Program Director CV
Equitable Treatment
1.8 The institution and program must comply with all applicable laws, regulations, and executive orders prohibiting discrimination towards students, faculty, staff, and persons served in the program’s clinics. This includes prohibitions on discrimination based on any category prohibited by applicable law but not limited to age, citizenship, disability, ethnicity, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, and veteran status.
1.8.1 How will information regarding equitable treatment be communicated to students?
Evidence: Student Handbook
Evidence: MSLP Web pages
Evidence: Student Handbook (p. 4)
1.8.2 How will information regarding equitable treatment be communicated to faculty and staff?
Evidence: Office of Institutional Culture
1.8.3 If the program has a clinic, how will information regarding equitable treatment be communicated to persons served in the clinic?
Evidence: APSU Speech-Language and Swallowing Community Clinic
1.8.4 Describe the mechanism(s) that will be used to maintain a record of internal and external complaints, charges, and litigation alleging violations of policies and procedures related to non-discrimination.
1.8.5 Describe the program’s policy for ensuring that appropriate corrective action will be taken when violations of compliance with nondiscrimination laws and regulations occur.
1.8.6 Describe the process that will be used by the program to ensure adherence to institutional policies related to non-discrimination, non-harassment, internal complaint procedures, and training to ensure that all staff, and faculty and students are made aware of the policies and the conduct they prohibit.
Evidence: APSU Policy
- APSU Policy 2:0402 Student Grade Appeal Policy
- APSU Policy 3:0021 Student Non-Academic Grievance Committee Guidelines
- APSU Policy 6:0014 Equal Opportunity, Harassment, Nondiscrimination all Faculty, Students, Staff, Applicants and Third Parties
Evidence: Student Handbook
Public Information
1.9 The program provides information about the program and the institution to students and to the public that is current, accurate, and readily available.
1.9.1 How will public information about your program be accessed?
Evidence: MSLP Webpages
Evidence: APSU Find Your Program Page
Evidence: College of Graduate Studies Page
Evidence: APSU Graduate Bulletin Program pages
1.9.2 Provide the URL of a page on your website where your program’s complete and accurate candidacy status statement will be published and that demonstrates that it is in accordance with the language specified in the Public Notice of Accreditation Status in the CAA Accreditation Handbook.
Evidence: Accurate Candidacy Status Statement
1.9.5 Provide (a) a mock-up of the student achievement data which are specifically labeled “Student Achievement Data” or “Student Outcome Data” as it will appear on the program’s website and (b) the specific URL of where this information will be published that demonstrates it is easily accessible to the public.
1.9.6 Where will the on-time program completion rates be publicly posted?
1.9.7 Where will the program Praxis® pass rates be publicly posted?
1.9.8 Where will the program’s graduate employment rates be publicly posted?
Evidence: MSLP Web pages
1.9.9 Describe how information regarding the number of expected terms for program completion (full-time, part-time, different modalities or components, etc.) is made available to the public and to students. If it is available on the program’s website, include the specific URL.