First Advisement Meeting with the DGS 

Each student must schedule an advisement meeting with the DGS during the first two weeks of the semester.  At this meeting, the DGS reviews undergraduate transcripts and discusses university degree and ASHA certification requirements with the student.  

First Year End Review by DGS

The DGS reviews each graduate student's progress in the program after the first year of the program. 

Students' performance is reviewed based on the University of Minnesota Master's Program Standards and CSD Department requirements for academic and clinical performance.  In order to maintain good academic standing in the program, students must meet these standards. 

Students who fall below the program's minimum GPA requirement may be terminated from the program.  

Students also must file a degree plan with the Graduate School to continue in the program.  

Qualifying for Off-Campus Internships

Clinical Education Policy 5.2.5

The Director of Graduate Studies reviews students' progress toward the degree. Formal reviews take place at the end of the  first year of graduate school, after each subsequent off-campus internship, and at the end of the program. Students progress to off-campus internships in their second year of the program. To be considered for an off-campus internship, students must have met the following criteria:

• Be a CSD graduate student in good standing with the Graduate School.

• May transition to an off-campus placement upon successful completion of their most recent on-campus internship, including full implementation and resolution of any clinical intervention plan, if applicable.

• Completed any formal academic intervention requirements from the previous semesters to the satisfaction of the assigning faculty member   

• Completed at least 25 guided observation hours by spring semester of their first year or at least 6 months prior to the off-campus internship start date. 

• Earned summative scores of 4 or higher on the most recently completed internships. 

For further information, refer to the Clinical Education Handbook.

With permission, based on policy of the Department of Special Education and Communication Disorders at Southern Illinois University-Edwardsville

Academic Intervention Policy

This policy applies to graduate program academic courses. Please refer to the clinical education handbook for the intervention policy and procedure for clinical education courses. 

Course assignments and learning outcomes align with ASHA Certification Standards. As part of qualifying for professional certification, graduate students must demonstrate proficiency in all CFCC Standards addressed through courses, as defined by a rubric for assessing student 

It is the policy of the Department of Communication Sciences and disorders that students whose performance falls below established performance standards on any learning outcome in an an academic course must meet with the instructor to create an intervention plan for addressing that objective.

The purpose of the intervention plan is to ensure the student acquires the knowledge/skills from the course and demonstrates sufficient knowledge and skills addressed in CFCC standards. The student must successfully complete the intervention plan by the established deadline. Successful completion of the intervention plan is documented as evidence of meeting the certification standard and learning objective. Successful completion of the intervention plan will not result in a change of grade for the assignment or for the course.

Students will not be placed in an off-campus internship unless intervention is completed for all courses required for that placement. Students may appeal decisions to the CSD Department’s Program Standards Committee and should refer to the UMD website for other student grievance procedures.

Academic Intervention Procedure

1. When the course instructor identifies that a student has not demonstrated proficiency in one or more standards in a course, the instructor notifies the student.

2. The student is responsible for meeting with the instructor to create and document an intervention plan.

3. The student must successfully complete the intervention plan within 4 weeks of the plan’s creation unless other arrangements have been made with the course instructor. 

4. Faculty submit documentation of completed intervention plans to the assessment coordinator for processing.

Please refer to the UMD CSD Clinical Education Handbook for Intervention policies and procedures related to internship courses.