ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP^®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP exam and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review Q&A complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP exam fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit the Automation Professional Training page for a complete list.

Additional Resources

Exam Topics

1. Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
2. Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control
3. Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation
4. Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus
5. Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software
6. Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management
7. Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP trial Questions

Questions on the exam were derived from the real practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAP exam.

1. The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
   • A. Risk assessment.
   • B. Machine assessment.
   • C. Risk reduction.
   • D. Risk abatement.
2. To test controller tuning or prototype new control strategies offline, the model should be a(an):
   • A. Tie-back (loopback) simulation.
   • B. Artificial neural network.
   • C. Dynamic process simulation.
   • D. Steady state process simulation.
3. The temperature measurement with the BEST repeatability and resolution is the:
   • A. Thermocouple.
   • B. Resistance temperature detector (RTD).
   • C. Dial thermometer.
   • D. Capillary system.
4. Which of the following is NOT a variable speed drive setup parameter?
   • A. Acceleration rate.
   • B. Motor winding type.
   • C. Output frequency.
   • D. Maximum speed.
5. A complete test plan for system integration testing MUST include:
   • A. Comments for the application programmer.
   • B. Multiple test cases for each mode of operation.
   • C. At least five test cases for each test.
   • D. Expected results for each test case.
6. Frequency of maintenance should be determined by:
   • A. Failure rates of components.
   • B. Availability of personnel and parts.
   • C. Management targets for efficiency and productivity.
   • D. Effectiveness of maintenance personnel.

Sample Questions Answer Key

All students participating in a Master of Science or Doctor of Philosophy degree program must complete a thesis or dissertation proposal for approval by the members of the student's steering committee. The major professor and each of the graduate steering committee members must approve the proposal using the Graduate School's proposal approval form. MS thesis proposals should generally be completed two semesters prior to defense of the thesis; PhD dissertation proposals must be completed to achieve candidacy (in concert or in parallel with the candidacy examination process). Each Department/Program may have requirements that exceed those specified broadly in this policy; however, they must be consistent with the Graduate School's requirements. Departmental requirements beyond the minimum stated here must be specified in writing and submitted to the Graduate School as well as listed in departmental web pages. It is the responsibility of the student to be aware of, and comply with, all Graduate School and Departmental dissertation proposal requirements.

The objectives of this examination are to confirm the student's breadth and depth of knowledge in their chosen field of study as well as the student's understanding of the scientific process. The doctoral candidacy examination should be administered upon completion of the majority of coursework, and successful completion of the exam signifies readiness to undertake the research and dissertation component of the doctoral program. This examination must be taken within three years from the first date of matriculation, and at least one year prior to the dissertation defense.

Upon the recommendation of the appropriate Department Chairperson, the Associate Provost for Instruction and Office of the Graduate School appoints the doctoral candidacy examination committee consisting of the student's major professor, the student's steering committee and an additional faculty member from an appropriate area. Additionally, the Associate Provost for Instruction and Office of the Graduate School appoints a committee chair who is not from the department of the student's degree program. The role of the examination committee chair is to manage the examination, ensure its integrity and represent the interests of the faculty and student.

The examination must have both written and oral components, described below.

Written Examination

The purpose of the written exam is to assess the readiness of the student to move beyond the coursework stage of the doctoral program, into the development of a substantial research project and dissertation. Traditionally, questioning should verify sufficient breadth and depth of knowledge to successfully undertake such research, and then communicate the results in a scholarly manner appropriate to the discipline.

To initiate the examination process, the examining committee shall convene at a planning meeting with the student. During the first part of the planning meeting, the committee determines the form and schedule for the process and establishes the date for the oral component (reported on form 6E). The student is then excused from the meeting and the committee develops and discusses the exam content. There are three alternative forms for the written component, as follows:

• Form 1: Each member of the committee (excluding the chair) submits one distinct question, set of questions, or problem related to the objectives of the exam. The questions are discussed and agreed upon at the planning meeting. The major professor administers the written examination. Typically, each question or set of questions must be completed within a prescribed period of time, not to exceed approximately 8 hours each, with additional time permitted for reasonable breaks, meals, etc.. No more than one question or set of questions should be administered per 24 hours. Upon completion by the student, the examination questions are reviewed and graded by the committee members who prepared them. The committee then collectively reviews the entire examination.

• Form 2: The student prepares a written report on a syllabu or problem assigned collectively by the examining committee as a whole. The syllabu or problem must meet the objectives of the examination and its content cannot be directly related to the student's dissertation research topic. The student has approximately one month to develop a thorough understanding of the assigned syllabu and prepare a written report. The report is reviewed by the committee members and committee chair.

• Form 3: The student prepares and defends a written proposal of future research likely to be carried out during their Ph.D. project. This research prospectus must be presented to the examining committee two weeks prior to the oral candidacy exam and should include preliminary studies supporting the feasibility of the proposed research. The exam will test the candidate's understanding of concepts directly related to his or her immediate area of research, knowledge of prior related research that has been conducted by others, their ability to design and interpret experiments in this area, and capacity to think and write independently and to present work plans orally in a clear and rational manner. The report is reviewed by the committee members and committee chair. Form 3 is available only to doctoral students in the Department of Chemistry and Environmental Resources Engineering.

At least 3 business days prior to the oral exam, the major professor shall confirm with the chair of the examining committee that the oral examination should proceed as scheduled. The written exam is thus considered to be "provisionally successful." If the written examination component does not meet the standards established for the candidacy exam, the committee has two options.

1. If the deficiencies are relatively minor, or in the case of Form 1, limited to a minority of the written questions, the oral exam may be postponed by the Office of the Graduate School at the recommendation of the chair of the exam committee. The student may then be provided with an additional time period, the length of which should be determined by the full examination committee in consultation with the chair, to address deficiencies identified in the written examination. This time period should be no less than 8 hours (typically for Form 1), and may extend up to 5 business days for Forms 2 and 3. This action is treated as a suspension and extension of the written exam "in progress," and, if ultimately successful, does not constitute a failure of the entire exam, nor count toward the limited number of attempts prescribed by Graduate School policy below.

2. If the deficiencies are severe, the major professor, in consultation with the examination committee may decide to fail the candidate without performing the oral component. This latter action does constitute a failure of the candidacy exam in its entirety, and does count toward the limited number of attempts prescribed by Graduate School policy below.

Oral Examination

The purpose of the oral examination is to further confirm the fitness of the student to apply the skills and knowledge acquired to date toward a successful and significant research project. The oral examination provides the opportunity for the student to demonstrate their ability to think synthetically and critically in a manner conveying their readiness to commence the dissertation project.

The oral component of the candidacy examination is typically scheduled for a period of approximately two hours, and is broken in to two distinct rounds of questioning. The first round, lasting approximately 60 minutes, consists of questions from each of the members of the examination committee, including the chair should they choose to contribute questions. Time should be shared equitably among the questioners, with interjections or interruptions by other questioners prohibited during the first round. The second round of questions may be more flexibly structured, with broader discussion and interchange among questioners is encouraged.

Any member of the faculty may be a silent observer for the oral component. The candidate may also invite a silent student observer to attend the oral examination. At the completion of the oral examination, the candidate and observers are excused from the room and the examination committee determines whether the student has successfully completed the oral component of the exam and achieved the status of "doctoral candidate." The committee chair has the option to vote. Unanimous agreement is required to pass the student on the first attempt. If less than unanimous agreement is reached, the student is considered to have failed the first candidacy examination. A student who fails the first candidacy exam may request a second exam, which must take place no more than one year from the date of the first examination. The second candidacy examination may, or may not include a new written component, at the discretion of the student's major professor and examination committee, in consultation with the examination chair. At the second exam, the student has passed if there is not more than one negative vote. A student who is determined to have failed the second candidacy examination is terminated from the doctoral program.

Scheduling the Candidacy Exam

To schedule a doctoral candidacy examination, the student should complete the following steps:

1. In consultation with your major professor, complete Form 6B for your Department Chairperson to review, sign, and forward to the Office of Instruction and Graduate Studies. Form 6B should be submitted according to the academic year deadlines for defense exams.

2. The Associate Provost for Instruction and Office of the Graduate School will assign a faculty member outside of your degree program to serve as chair of your examination committee. When you receive a copy of Form 6C which officially appoints your examination committee, you must consult with all members of your committee (major professor, steering committee, additional examiner, and defense chair) to arrange a mutually convenient date, time, and location for a planning meeting.

3. You must inform the Office of Instruction and Graduate Studies of the agreed upon date, time, and location for your planning meeting at least two weeks in advance of the date. This Office will confirm in Form 6D these arrangements with all concerned individuals.

4. At the planning meeting, your exam chair and the committee complete Form 6E, the committee chair will sign it and return it to the Office of Instruction and Graduate Studies, which will distribute copies to you and the committee.

5. If you are using Form 1 of the examination, you and your major professor should arrange for a time and location to administer the questions.

6. The last step is to meet with your committee and complete the oral examination at the designated date. At the end of the oral examination, your committee will ask you and any observers to leave the room while it determines if you have satisfactorily completed the doctoral candidacy examination. You will be invited back to receive the decision of the committee which will also be reported on Form 6F and returned by the exam chair to the Office of Instruction and Graduate Studies.

An exam proctor will begin memorizing exam instructions approximately 15 minutes before the exam start time. Students must be in the exam room with their exam at this time. If taking the exam on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an exam room, unless otherwise allowed according to the professor’s instructions. A student entering the exam room after the proctor begins memorizing instructions will not receive additional time for booting up their laptop, passing the security check, and/or memorizing exam instructions.

When instructed by the proctor, write your exam number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten exam answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an exam past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the exam room or in the front or sides of the exam room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the exam and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each exam room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in exam rooms; however, the container must have a lid.

After the exam instructions have been read and the exam begins, the proctor will remain in the room. Any student who has a question or problem during an exam should see the proctor.

Students may use the restroom or take a break during an exam. However, all exam materials must be left in the exam room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

Spring 2024

For Fall semesters, there will be one memorizing day on Monday of the first exam week and one memorizing day on Friday of the first exam week. For Spring semesters, there will be two memorizing days at the beginning of the first exam week.

Final exams are scheduled by the Registrar's Office based on the meeting pattern of the class with the exception of certain basic course sequences that enroll large numbers of first-year students listed below. This schedule avoids direct conflicts for students and minimizes the number of students with more than two exams on a single day.

Any change to assigned final exam dates and time requires additional approvals. Undergraduate students who have exam questions should contact their four-year advisor. Faculty and staff who have questions should contact courses@case.edu.

The course sequences listed below are scheduled outside of the normal exam grid because portions of the sequences enroll large numbers of first-year students. The special scheduling of these exams helps spread out final exams for these students.

Prospective students may apply to the Executive MSHA Program through the UAB application system. Links for applying may be found on the Executive MSHA web page and in the left-side menu. In order for an application to be considered complete, prospective students must submit the on-line application to include a resume, essays, 3 letters of reference on-line, and provide official transcript(s) to the UAB Graduate School. Only complete applications will be considered for an interview.

In law schools, generations of students have been taught the IRAC model to answer legal questions. First, students must spot the issue–what legal doctrine do the facts implicate? Second, students must state the rule–what particular legal precedent, statute, or principle governs this conflict? Third, students must then apply the rule to these facts–under a particular legal standard, how should the court rule? Fourth, students must state the conclusion–who wins, the plaintiff or the defendant?

Of course, there are many variations of IRAC, and invariably, many students stop using it rigidly at some point during the second year. But the basic process–applying a rule to particular facts is a cornerstone of legal education.

That background brings me to the NextGen bar exam. I have written about this new formulation of the multistate bar exam, which will launch in some states in 2026. Justice Jay Mitchell of the Alabama Supreme Court already expressed a concern that the National Conference of Bar Examiners (NCBE) is placing DEI concerns over competence. (Critics contend that the bar exam is racist, and should be eliminated). I have another concern, which may be related–the NCBE seems to be making the exam substantially easier.

The NCBE released a batch of questions to demonstrate how the NextGen exam will function. The multiple choice questions reflect a new approach. Rather than forcing students to memorize particular rules, and then apply them, the new questions only ask students to spot the issue. The thinking is that practicing attorneys do not actually have to memorize particular rules, or even know how to apply them. So long as they can recognize what doctrine is implicated, a quick query on WestLaw, Lexis, and (lord help us) ChatGPT can locate the particular rule, and then the lawyer can figure out how to apply that rule to the facts (or just ask ChatGPT to do it). In short, bar examinees will not have to know the rule, apply the rule, or conclude the case. They only have to spot the issue. Only I, not RAC.

Consider this Criminal Procedure question:

You are a criminal defense lawyer representing a client who has been charged with fentanyl possession. The police found the fentanyl in the guest bedroom of the client's uncle's house when responding to a noise complaint at the house. Before entering the house, the officers knocked on the door. When the uncle answered the door, the officers asked if they could look inside the house, and the uncle agreed. The client did not live in the house and was not there at the time of the search. The client had stayed in the guest bedroom of the house two nights prior to the search. The uncle told the officers that the client was the last person to have slept in that room.

You are considering filing a motion to suppress the fentanyl under the Fourth Amendment.

Which of the following legal Topics are the most important for you to research to determine the likelihood of success on a motion to suppress? Select two.

A. Consent search.
B. Exigent circumstances.
C. Hot pursuit.
D. Probable cause.
E.Reasonable suspicion.
F. Standing.

The correct answer here is A (Consent Search) and F (Standing). Those are the legal Topics that are "most important" to research. First, would the Uncle have authority to consent to the search? Second, would the criminal defendant have standing to challenge the Uncle's consent? Now the examinee does not actually have to answer whether the motion to suppress would be granted. Who cares if the Uncle could consent to the search? It doesn't matter if the defendant has standing. The test taker doesn't even have to know the relevant rules for consent searches and standing. All she has to do is spot the issue. I suppose the NCBE thinks that a first-year lawyer can simply enter "consent search" and "standing" into ChatGPT, knowing nothing more, and download the answer. I am not confident anyone can figure out these doctrines on the fly.

Let's try a Property question.

You are representing a client in a dispute with a neighbor. The client owns a single-family home with several acres of surrounding land. Recently, the client noticed that his neighbor had built a fence that extends onto the client's land. The client is unsure when the fence was built because that part of the client's land is obscured by large trees. When the client contacted the neighbor about the fence, the neighbor claimed that she did not know the location of the property line. The client has shown you a accurate survey of the property that confirms the encroachment and has asked you whether he has a claim against the neighbor.

Which of the following legal Topics are the most important for you to research before advising the client? Select two.

A. Adverse possession.
B. Conversion.
C. Implied easement.
D. License.
E. Negligence.
F. Trespass.

The answers here are, once again, A (Adverse Possession) and F (Trespass). The question presented is whether the neighbor's fence encroaches (trespasses) on the client's property, and if there is an encroachment, has the neighbor acquired the right to do so through adverse possession. This question is complicated, because trees obscure the boundary (affecting the open and notorious prong), and the neighbor may not have even known if he was obtaining land through adverse possession (in the lingo, did he have the right claim of right?). I could see a student struggling with applying the rules to this question. But on the bar, an applicant only needs to spot the relevant doctrine, and pray they can figure stuff out when in practice.

I worry that these questions are far too simple. If the states end up adopting the NextGen exam, they should increase the cut score (the relevant percentage needed to pass the exam). Finally, I worry how this exam will trickle down to law school pedagogy. Will professors shift their coverage to no longer require memorizing and applying the rules–only spotting issues? It's true that all lawyers have sophisticated tools at their disposal to research different topics. This new format seems to be a surrender to this technology–don't require students to do what they don't have to. I, for one, do not plan to change how I teach for this exam. And state supreme court justices should take a very long pause before adopting this new exam.

What is the application deadline?

The application deadline for the UAB MSHA Program is December 1st of each year. It is recommended that you start the application process in October to ensure there is enough time to get all of the materials in for the application. A new cohort of students is only admitted once a year with classes beginning in the fall.

What are the application requirements?

Prospective students may apply to the UAB MSHA Program through the UAB application system or through HAMPCAS (Healthcare Administration, Management & Policy Centralized Application Service). Links for both of these options may be found on the Residential MSHA Admissions web page. In order for an application to be considered complete, prospective students must complete the online application (includes essays and resume), provide official transcript(s), and request at least 3 letters of reference online. Only complete applications will be considered for an on-campus interview invitation.

Should I take the GMAT or GRE?

We no longer require the GMAT or GRE for admission to the MSHA Program.

What is the GPA requirement?

The minimum undergraduate GPA is 3.0 on a 4-point scale (either overall or in the last 60 hours of coursework). 

Is an interview required?

An on-campus interview is required prior to an admissions decision. The interview process typically begins in January and will last a half day. During that time, prospective students will be able to meet with MSHA Program leadership, faculty members, current students, and alumni as well as tour the facilities and campus.

Do I have to wait until my interview to visit?

No! If you are planning a trip to Birmingham and would like to schedule a visit to the department and campus, please reach out to Pam Armstrong at This email address is being protected from spambots. You need JavaScript enabled to view it.. The MSHA program also hosts Recruitment Days in the Fall and Spring.

What work experience is necessary?

Work experience is not a requirement for the UAB Residential MSHA Program. Some students entering the MSHA program may have some work experience while others apply directly after graduating from college. However, they do encourage applicants to gain as much experience in health care as possible. Those experiences do not have to be paid opportunities. The Admissions Committee will review your resume and essays for evidence of leadership, community service and any prior exposure to the healthcare industry as a volunteer, intern or paid part-time work experience. It is recommended that applicants identify and emphasize their health care experience, leadership experience and potential during the application process.

What prerequisites should I have?

Applicants will have received their undergraduate degree from an accredited institution or be on track to graduate prior to enrolling in the UAB MSHA Program. Some exposure to accounting and finance will be helpful, but is not required. Experience with Microsoft Excel, PowerPoint, and Word is highly recommended.

Am I eligible for in-state tuition?

If you are currently a resident of Alabama, you are eligible for in-state tuition. The state will not grant in-state tuition for those who moved to Alabama for the purpose of going to school. Alabama participates in the Academic Common Market, so out-of-state students may be eligible for in-state tuition under certain circumstances. For more information about the Academic Common Market, visit the Academic Common Market page.