CAA-accredited programs elect the academic and practitioner members of the CAA. Each program, whether accredited in audiology or speech-language pathology, may cast one vote for each vacancy on the CAA, regardless of whether the position is in audiology or speech-language pathology. Candidacy programs are not eligible to vote.
Program directors are encouraged to include all faculty in the relevant profession in the discussion regarding the vote to be cast by the program. Programs are encouraged to review the roles and responsibilities of CAA members as outlined in Part 2, Section V: Operation of the Council on Academic Accreditation in the Accreditation Handbook [PDF] when considering the candidates for each position.
The CAA provides the program director for each accredited program in good standing with voting instructions and a link to the election site. Online voting begins Tuesday, August 26, 2025, and ends Monday, September 15, 2025, at 11:59 p.m. EDT.
All candidates will be notified as described in Chapter VI: Nominating Committee of the Accreditation Handbook. After the candidates have received notification, the election results will be announced via appropriate publication vehicles.
The CAA Nominating Committee developed the following slates of candidates to serve on the CAA beginning January 1, 2026. Accredited programs will participate in an election to select from among these candidates to fill the five (5) vacancies, each serving a 4-year term. Candidates are presented alphabetically by last name.
Professor, Dean, and Program Director
Osborne College of Audiology
Salus at Drexel University
Philadelphia, Pennsylvania
Serving as the Dean for the Osborne College of Audiology at Salus University during its merger with Drexel University provided me a unique opportunity to lead programs transitioning into a new college. This experience enhanced my skills in change management, strategic alignment, and resource integration, while maintaining program quality and accreditation compliance. Navigating this complex transition strengthened my ability to collaborate with diverse stakeholders and ensure continuity of student success and academic excellence.
In my current role, I provide leadership in academic program development, faculty and student support, audiology education oversight, and accreditation compliance. My responsibilities include curriculum management, strategic planning, faculty mentorship, and promoting research and interprofessional collaboration.
I previously served on the CAA Board from 2016 to 2019, gaining a clear understanding of the Board’s workload, time commitments, and collaborative processes. I am confident in balancing my full-time academic leadership role with the demands of Board service.
In addition to my CAA experience, I currently serve as Vice President of Academic Affairs for Audiology on the ASHA Board of Directors and as a member of the ASHA Competency Frameworks Task Force. I also served on the ASHA Academic Affairs Board and participated in the 2016 AuD Education Summit Ad Hoc planning committee. These roles have deepened my expertise in academic governance, professional standards, and advocacy.
I am excited to have the opportunity to return to the CAA Board and contribute my leadership, knowledge, and passion for advancing accreditation and supporting audiology and speech-language pathology education.
Clinical Professor, AuD Program Director, Audiology Clinic Co-Director
Arizona State University
Tempe, Arizona
I have been employed in an academic setting in some capacity since 2009, and in a full-time faculty position at Arizona State University since 2014. While this is an application for an academic audiologist position, and I am in a Clinical Professor rank, provision of clinical services is the smallest component of my workload. I have served multiple programmatic roles pertinent to the CAA. I am currently program director of an AuD program, Audiology Clinic Co-Director, and have coordinated clinical placements for multiple years and routinely engage in didactic teaching. I was lead on our last re-accreditation site visit for audiology as well as the subsequent annual reports over the past 5 years.
Our program has been undergoing a re-design process, common to the economic and enrollment pressures faced by many member programs. I am acutely aware of CAA accreditation standards of my administrative functions, time as a CAA site visitor, and was also a member of the CAA nominating committee for one year. Although semi-autonomous entities within ASHA, I will complete a 5-year term on the CFCC at the end of 2025 including serving as Audiology Vice-Chair, Chair, and Past-Chair. This knowledge of certification standards and accreditation standards from both audiology and speech-language pathology, and how an academic program must intertwine both will be a valuable perspective within the CAA. I am excited for the potential to utilize my background and experiences to serve the CAA as we enter into a continued time of turbulence for our educational program.
Associate Professor
Department of Speech-Language Pathology
Albizu University – Miami
Miami, Florida
If selected to serve on the CAA I would bring academic and clinical experience with a strong focus on graduate education and program development. As a faculty member and former director of clinical education I have experience with curriculum design and competency based assessment models that align with CAA standards./p>
I have been a part of accreditation reviews with several different programs and have been able to mentor and assist new faculty with aligning their coursework with accreditation requirements. I am enthusiastic about the opportunity to serve as a CAA member to help with the efforts to help promote accountability, equity, and responsiveness within our CSD academic programs.
Clinical Faculty, Director, Lecturer
Aphasia Treatment Program
California State University, East Bay
Hayward, California
Given my experience as a CAA site visitor and clinical educator, I believe I am a strong candidate to serve as an academic member of the CAA.
Since 2017, I have volunteered as a CAA site visitor, initially as a practitioner and later as clinical faculty. This experience has given me a comprehensive understanding of the CAA Standards and the accreditation process. I have also received additional training to serve as a candidacy site visitor, and I am familiar with the criteria needed to achieve candidacy status.
I currently work as the Director of the Aphasia Treatment Program (ATP) and am a lecturer at CSU, East Bay. As ATP Director, I oversee ATP's operations and ensure that the clinical training meets both CAA and CFCC standards. As a lecturer, I teach Professional Practices in Speech Pathology, which covers topics such as certification, licensure, ethical decision-making, and contemporary practice issues. I also have 9 years of experience working as the clinical education coordinator at an inpatient rehab program. I supervised interns and worked closely with university partners to place students.
Finally, in 2023, I earned my Doctor of Speech-Language Pathology (SLPD), and I am excited to contribute my knowledge and skills to the academic accreditation review process.
Senior Program Director
Department of Communication Sciences and Disorders
University of St. Augustine of Health Sciences
Austin, Texas; Dallas, Texas; San Marcos, California; St. Augustine, Florida
I bring a full life cycle perspective to the CAA, with experience in both established and newly developed programs, and seven years dedicated to distance education modalities and technologies. Early in my career, I served as Graduate Coordinator for an accredited program, gaining valuable experience in the mature accreditation cycle. Subsequently, I joined a new program before candidacy status and, over the past seven years, have been deeply involved in building a distance education program from the ground up through academic and clinical leadership roles, ultimately leading it to initial accreditation as Program Director.
During this time, I have led the development of an innovative hybrid SLP program incorporating distance education, hands-on clinical skills training, clinical simulation, and a teletherapy pro bono clinic serving clients in California, Texas, and Florida. I have aligned the curriculum with CAA and CFCC standards, Program Learning and Institutional Learning Outcomes; implemented comprehensive assessment strategies; directed strategic planning initiatives; and overseen the development of academic and clinical policies to ensure educational quality and compliance in in-person and distance learning environments.
I have successfully guided a program through initial accreditation, launched two satellite campuses through substantive change processes, and currently oversee a multi-state hybrid graduate program. These experiences provide me with a strong, practical understanding of CAA standards and accreditation expectations. As distance education continues to expand, I am committed to contributing my expertise to uphold and advance high standards for academic and clinical education, with a particular focus on innovation and quality in distance education.
Associate Clinical Professor and Undergraduate Program Director
Department of Communication Sciences and Disorders
Northeastern University
Boston, Massachusetts
As a seasoned educator and administrator with 18 years’ experience in academia, I bring a wealth of knowledge and expertise to the CAA. I have first-hand experience with both the clinical training and curricular aspects of my institution’s program, and this, along with my current role as Program Director, has facilitated my understanding of academic accreditation.
To date, I have actively participated in my institution’s accreditation reviews, quality assurance initiatives, and outcome measure analyses. For the last fifteen years, I also have maintained compliance with MA Department of Public Health regulations for licensure for our on-campus clinic. Most recently, I successfully responded to our re-accreditation follow-up and submissions of the CAA annual report in the new ARMATURE Fabric platform. I also effectively submitted and received approval for a substantive change plan to add a satellite campus location for our existing program and enrolled our inaugural cohort in fall 2024.
My involvement in the graduate curriculum committee, both at our department and college level, has honed my ability to assess program effectiveness and identify areas for enhancement. I have led endeavors to expand curricular content, assessment and remediation processes, and use of simulations and interprofessional clinical experiences to align with industry trends and accreditation standards, fostering innovation and excellence.
In sum, my multifaceted background, coupled with my passion for academic excellence, positions me to be a valuable asset and I am eager to leverage my skills to support the mission and goals of the CAA.
Educational Audiologist
Cooperative Educational Service Agency 4
Onalaska, Wisconsin
My experience as both a school-based audiologist for over 20 years and as a current CAA Audiology Practitioner Site Visitor provides me with a well-rounded skillset to serve the CAA. I have served as a CAA site visitor for the last two years and have completed 5 site visits in that time frame. Given this experience and exposure to site visits, I am able to speak to the site visit process and have a good understanding of the information in the reports provided for review to CAA and the information gathered through interviews with programs and on-site visits. As a practicing audiologist, I understand the necessary academic and clinical preparation required for students to be successful and independent audiologists once they graduate.
When I first began serving as a practitioner on a site visit team, I felt very overwhelmed by the terms and by my own lack of understanding of the academic world as I do not work in this setting. However, through CAA site visitor training and my own site visit experiences, my working knowledge of academia has grown; certainly I do not understand it as well as someone who works in this environment every day, but I feel confident in my ability to provide feedback and critically review information provided by programs to CAA. Additionally, my experience as a practitioner site visitor can help CAA ensure site visitor trainings continue to be meaningful and meet the needs of site visitors.
Senior Speech-Language Pathologist
Mount Sinai Grabscheid Voice and Swallow Center
New York, New York
I have created and developed training programs for clinical fellows and student externs. I have been an expert in my field and have been invited to teach nationally and internationally to share my knowledge. I have developed graduate school curriculums and syllabi for multiple years of adjunct teaching of voice and resonance disorders at the University of Northern Colorado. I serve as co-chair of the knowledge and skills subcommittee which is a part of the national group: Pathway for Advanced Voice Education and Service (PAVES) which created entry and exit level skills for clinical fellows who are specializing in voice, upper airway and swallowing disorders.
Senior Speech-Language Pathologist, Clin IV
Valley Health—Warren Memorial Hospital
Front Royal, Virginia
As a licensed medical speech-language pathologist with 11 years of experience across inpatient, outpatient, and home health settings, I bring a well-rounded clinical perspective to the CAA. Over the past several years, I have actively contributed to the professional development of future clinicians through mentorship of graduate students and clinical fellows in accordance with ASHA practicum guidelines. I have provided supervision and support to six individuals in clinical training, emphasizing critical thinking, evidence-based practice, and ethical care.
While I have not yet served directly on an academic accreditation body, I am deeply engaged in graduate-level clinical education and have collaborated with academic programs to align externship student experiences with ASHA standards. I’ve recently taken steps toward formal academic involvement, including offering voluntary support to Shenandoah University’s new SLP program and joining the Conference Committee for the Speech-Language-Hearing Association of Virginia (SHAV) for 2025–2026.
I am a participant in ASHA SIGs 2 and 13 and have attended several national conventions, which have shaped my understanding of accreditation standards and evolving educational needs. My clinical expertise, combined with my commitment to excellence in training and quality assurance, would enable me to make a meaningful contribution to the CAA’s mission of ensuring high standards in graduate education.