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 Monday, August 26, 2024, and ends Sunday, September 15, 2024, 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, 2025. Accredited programs will participate in an election to select from among these candidates to fill the two vacancies. Candidates are presented alphabetically by last name.
Note: The position for Public Member is an appointment process and, therefore, the candidates for this position will not appear on the ballot.
Associate Professor of Practice and Audiology Clinic Coordinator
Department of Communication Disorders
University of Nebraska, Lincoln
Lincoln, Nebraska
As a faculty member in a CAA Accredited program since 2007, I have participated in two re-accreditation site visits. My role was to assist in providing the evidence to verify that our program meets the accreditation standards within the clinical setting. I also provide input on reports submitted annually to CAA for our Doctor of Audiology program.
Our program overhauled our graduate curriculum in 2019-2020 with implementation in the Fall 2021. During this time, I, along with the rest of our faculty, developed a new approach to teaching and learning within our graduate program. This process required knowing and understanding the CAA Audiology Standards to ensure adherence to maintain our program's accreditation while implementing the new spiral curriculum. This work has required me to not only know, but to understand the Audiology Standards for accreditation.
As a member on our university's Institutional Review Board, our board's responsibility is to ensure research protocols submitted provide the necessary evidence to ensure human subjects are protected. I believe my work on the IRB also has provided me with experience in evaluating the evidence in meeting set standards for protection of human subjects.
Associate Professor
School of Audiology
Pacific University, Oregon
Hillsboro, Oregon
I joined my AuD program nearly 10 years ago, as the program was about to begin its third year. I am thankful for all the learning experiences being a part of a brand-new program afforded me. From preparing for the initial accreditation report and site visits following the candidacy period with my colleagues, to problem-solving the "growing pains" every new program experiences, I have first-hand knowledge across all areas of program development and implementation. From building courses, aligning curriculum with standards, and mentoring new faculty as we created a one-of-a-kind AuD program, I have learned from each new experience and it has shaped me into the well-rounded faculty member and leader I am today.
In addition, I deepened my knowledge and skills base via coursework in the areas of equity, diversity, & systems thinking, leadership, project management, and conflict negotiation/resolution. I built a strong foundation of practical leadership skills through service to my institution. Especially through service as chair of our University's Faculty Senate, I learned the values of listening closely, respecting all ideas, and consistent, clear communication—the keys to accomplishing goals within a group. I am also a member of our program's Curriculum Committee as well as the chair of our Admissions Committee. I am well prepared to share my expertise and use my varied skills to the CAA in order to help all programs achieve the highest levels of accreditation, and, when needed, use constructive feedback to help programs get back on track for accreditation success.
Clinical Associate Professor and Director of the Speech, Language, Hearing Center
Communication Sciences and Disorders
Pace University
New York, New York
I believe I am uniquely qualified to serve as an Academic member of the CAA. I was a CAA site visitor prior to being elected as one of the first SLP practitioner members on the CAA from 2003–2006. As chair of the CAA site visit subcommittee, I recommended additional opportunities to recruit practitioner site visitors and assisted with instituting a program evaluation process for site visitors. I was a member of the initial work group creating standards for Candidacy.
My interest in accreditation throughout my career led me to my current position as Clinical Associate Professor and Director of the Speech, Language and Hearing Center at Pace University in the newly created CSD graduate program. I oversee all clinical operations of the program and ensure compliance with legal, regulatory, and accreditation standards. I facilitated expansion of our in-house clinical services and externships, strategic plan, curriculum design/review, creation of policies, procedures, assessment, outcomes, and documentation tools. I worked with the Chair to successfully guide program through Candidacy and Initial Accreditation. My knowledge of accreditation has enhanced educational quality and excellence of programs in our College of Health Professions including Nursing, PA, OT, and Nutrition. I served as Public Member of the Applied and Natural Science Commission of ABET, the largest quality assurance and accreditor of college and university programs in the STEM disciplines. In 2020, I was elected as Public Director on ABET Board of Directors bringing new perspectives to the organization as well as efficiencies in accreditation operations.
Associate Professor
Department of Communication Sciences and Disorders
University of Mississippi
Oxford, Mississippi
I bring a wealth of expertise and experience that would greatly contribute to CAA's initiatives and goals. My background includes extensive involvement in academic accreditation, standards development, and implementation processes. I have actively participated in accreditation reviews, ensuring compliance with rigorous standards and contributing to the enhancement of program quality. Through the experiences as a CAA site visitor, my previous work on the Council, as well as NCATE and the Joint Commission, I have gained a deep understanding of the intricacies of accreditation frameworks and the importance of maintaining high standards in academic programs.
I have played a pivotal role in the development and revision of graduate curriculum and clinical training programs. This involvement has honed my skills in curriculum design, assessment, and alignment with industry needs and best practices. I have worked closely with faculty and stakeholders to foster innovation and continuous improvement in educational offerings.
Additionally, my proficiency in data analysis and assessment methodologies has enabled me to contribute meaningfully to outcome assessment and program evaluation efforts. I have leveraged data-driven insights to inform decision-making processes and drive positive changes in academic programs.
Furthermore, my commitment to promoting diversity, equity, and inclusion in education aligns with the council's values and mission. I believe that fostering diverse perspectives and equitable opportunities is essential for enriching academic programs and advancing student success.
Overall, my diverse experiences in academic accreditation, curriculum development, and commitment to excellence make me a valuable asset.
Assistant Teaching Professor and Clinical Education Director
Department of Speech and Hearing Sciences
University of Southern Mississippi
Hattiesburg, Mississippi
I have been a proud member of ASHA since 2001. Serving in volunteer positions has been a lifelong professional priority to me. Not only have I served as a CAA Site Visitor for 6 years, but I have also participated in 3 Site Visits (on the other side) with my university.
I am extremely knowledgeable regarding the current CAA standards. I am heavily involved in keeping our graduate curriculum relevant and robust. We meet regularly to discuss the standards for accreditation and student feedback. My dissertation in 2022 was titled "Graduate Clinician Perspectives of Feedback Delivery Mode and Frequency in On-Campus Clinical Supervision." Hence, my passion for the supervisory process is deeply rooted. I bring 16 years of clinical supervision experience alongside my academic teaching.
Associate Clinical Professor and Undergraduate Program Director
Department of Communication Sciences and Disorders
Northeastern University
Boston, Massachusetts
As a seasoned educator and administrator with over 15 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 submission of the CAA annual report in the new ARMATURE Fabric platform. Within this same cycle, I also effectively submitted and received approval for a substantive change plan to add a satellite campus location for our existing program.
My involvement in the graduate curriculum committee, both at my 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.
*Note: Original communications about open vacancies for Academic SLPs erroneously stated that there were two openings. Only one position is available.