Speech-Language Pathology MS
Major: Speech-Language Pathology
Degree Awarded: Master of Science (MS)
Calendar Type: Semester
Minimum Required Credits: 60
Co-op Option: None
Classification of Instructional Programs (CIP) code: 51.0203
Standard Occupational Classification (SOC) code: 29-1127
About the Program
The Master of Science degree program in Speech-Language Pathology (SLP) is the standard credential in the profession of SLP. In keeping with the Drexel University's emphasis on a sound background in the biomedical sciences, interprofessional education and clinical skills, graduates of this degree program will receive the necessary education and training to become integral members of today's healthcare and education teams, and future leaders of their profession. The University's reputation for quality and innovative education is well-earned. The opportunity to interact with students and faculty from Drexel programs across the health sciences will afford SLP students a unique and valuable perspective not found in all SLP programs.
Mission
To education and train graduate-level students to become exemplary professionals in speech-language pathology who provide excellence in service delivery to individuals with communication and swallowing disorders, and who engage in and promote interprofessional education and practice, lifelong learning and prevention of communication and swallowing disorders.
Vision
Promote communication and swallowing health and well-being in persons with disabilities or at risk for disabilities so that these individuals have equal opportunity to gain access to and prosper in all aspects of society for social justice.
Additional Information
For more information about this program, contact:
Robert W. Serianni, MS, CCC-SLP, FNAP
Chair and Program Director, Associate Professor
Department of Speech-Language Pathology
rs3839@drexel.edu
Admission Requirements
The Department of Speech-Language Pathology actively seeks individuals with an undergraduate degree and diverse life experiences who desire to become clinical speech-language pathologists.
Application Processing and Review
Applications to the program are only accepted through the Communication Science and Disorders Centralized Application Service (CSDCAS).
The processing of applications by CSDCAS begins July, one year prior to the year of desired enrollment. Applications must be submitted on or before February 1 of the year of desired enrollment.
Student application reviews begin when an application is verified by CSDCAS.
Interviews are scheduled and initiated beginning in October.
Candidates meeting the requirements are admitted on a weekly basis until class capacity is reached.
It is to an applicant's advantage to apply as early as possible to ensure priority consideration for admission.
It is recommended that students with less than a 3.0 grade point average consult with the Office of Admissions prior to applying.
Criteria
Submit a properly completed application to the Communication Science and Disorders Centralized Application Service (CSDCAS). Detailed instructions regarding the completion of the application and the essay are provided on the CSDCAS website.
Submit official transcripts from all colleges and universities attended (or currently attending) directly to CSDCAS.
Complete a Bachelor's degree from an accredited undergraduate college or university. It is recommended that an applicant must have a minimum GPA of 3.0 on a 4.0 grade scale rom his/her graduating institution.
Complete admissions prerequisities (see section below) at the college level at an accredited institution(s). No more than two prerequisite courses will be accepted with a minimum grade of "C." All other prerequisites must have a grade of "B-" or better.
Obtain a minimum of 25 hours of directed clinical observation of a speech-language patlogist (CCC-SLP).
- A blend of live, in-person as well as recorded observation is accepted.
- A minimum of two (2) different SLP settings are highly recommended.
- Observations may be performed as a volunteer and/or via employment in a non-speech-language pathology capacity.
Submit three letters of recommendation; one letter must be written by a person with authority (e.g., professor, work supervisor, etc.) who knows the applicant well enough to speak to their work ethic and professionalism, and can assess the applicant's qualifications for graduate education, ability to complete graduate work, and qualifications for entering a health profession career. Letters from ASHA-certified state-licenses speech-language pathologist, as well as a professor who has taught the applicant in a course, are recommended.
Arrange for required letters of recommendation to be sent directly to CSDCAS.
All credentials submitted on behalf of an applicant become part of the applicant's file with the University and cannot be returned.
Students will be required to meet University compliance requirements upon matriculation.
Prerequisites
The following prerequisites are based on the latest accreditation standards set forth by the CAA (last revised April 2019) and the standards of Drexel University. Please visit the American Speech-Language-Hearing Association (ASHA) website for more information.
All required coursework must be completed at the college level at an accredited institution(s). No more than two prerequisite courses will be accepted with a minimum grade of "C." All other prerequisites must have a grade of "B-" or better.
An applicant need not have completed all prerequisites prior to filing an application but must be able to complete outstanding prerequisites prior to enrollment.
Credit by examination (such as AP credits) is permitted for any prerequisites needed to apply for the program. No credit is given for experiential learning.
The applicant must have successfully completed one semester of each of the following courses:
- Biological Science (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science)
- Physical Science (e.g., physics or chemistry)
- Social/Behavioral Science (e.g., psychology, sociology, anthropology or public health)
- Statistics (math, biology or psychology)
- Introduction to Communication Disorders
- Anatomy and Physiology of the Speech and Hearing Mechanism
- Phonetics
- Speech and Hearing Science
- Introduction to Audiology
- Speech-Language Development
Please note: Courses in the biological, physical, and social/behavioral sciences should include content areas that will assist students in acquiring the basic principles in social, cultural, cognitive, behavioral, physical, physiological, and anatomical areas useful to understanding the communication/linguistic sciences and disorders.
The University highly encourages, but does not require, additional coursework in Neurology of Communication Sciences (Neuroanatomy and Neurophysiology), Voice, Fluency, Diagnostics, Treatment Considerations, Communication Sciences and Disorders, Articulation and Phonologicl Disorders, and Language Disorders.
Prerequisite credits completed five or more years prior to the anticipated entrance date will be reviewed for approval on an individual basis.
International Students & Practitioners
International Transcripts
For applicants who have attended foreign and French-Canadian schools, please provide the Office of Admissions with the following information:
A course-by-course credential review from a NACES recognized agency which evidences all post-secondary studies completed. Please consult agency's web site for requirements to complete the evaluation.
Recommended agencies include:
- World Education Services
- SpanTran
An official evaluation may be sent from the agency directly to CSDCAS.
English Language Proficiency
Fluency in a written and spoken English is essential for success in a Drexel University academic program as well as to help ensure patient/client/student safety and/or effective communication with members of a healthcare or education team.
Official results from the TOEFL iBT, TOEFL Essentials, IELTS or Duolingo examination are required of non-native English speakers. One of these approved exams must be taken within two years prior to the start date of the entering class to which an applicant seeks admission.
If submitting TOEFL iBT scores, please use the CSDCAS code of C112.
If submitting an approved alternative English proficiency exam, please send scores directly to the Office of Admissions.
While we recommend that applicants submit TOEFL iBT, TOEFL Essentials, IELTS or Duolingo, exceptions will be considered for foreign applicants who meet one of the following criteria*:
1. successfully completed a degree or diploma held from an accredited, post-secondary institution where the coursework was entirely in English, and provide evidence that it was conducted in English; or
2. successfully completed, and provide evidence of, an approved English language learner's program
*Note: All exemption materials and other appeals are reviewed on a case-by-case basis and subject to the admission committee's final discretion. Should any exceptions not be accepted toward English language requirement, the Office of Admissions will inform the applicant of an alternative to fulfill it.
Admissions Selection Process
For more information regarding the admissions selection, interview and matriculation process, please refer to the Drexel website.
Deferment of Admission
An accepted student to the program with an unforeseen, extenuating circumstance prohibiting them from matriculating may request a deferment of admission in writing. The request must be directed to the Chair/Program Director of the SLP program.
For deferment consideration, the following is required:
- A deferment requiest submitted in writing by May 15, before the August start of the academic year. Please note, submission of a deferral request by the deadline does not guarantee approval.
- Official documentation verifying the reason(s) for the requested deferment.
- All non-refundable deposit fees and the matriculation supplement must be received (as directed in the University's official Letter of Acceptance).
If deferment is approved:
- Admission will be extended to August matriculation of the next academic year.
- A deferment will not extend beyond one admission cycle.
- The student must contact the Office of Admissions, in writing, by April 1 of the deferred admission calendar year regarding their intention to resume enrollment.
- The student will be required to meet with a member of the Admissions Committee prior to matriculation.
If a deferral request is denied:
A student has the option to withdraw acceptance from the Program or reapply through CSDCAS for future admission.
For questions regarding this pollicy, please contact the Office of Admissions.
Essential Functions
The following Essential Functions (EFs) are consistent with the American Speech-Language and Hearing Association didactic and clinical skill performance guidelines expected of or implied for graduate level speech-language pathology students and professionals. Students enrolled in Master of Science degree program in speech-language pathology Drexel University are expected to either demonstrate many of these essential functions prior to enrollment or acquire thee EFs by the end of their program of study.
More specifically, the essential functions represent the communication, physical, behavioral/social and cognitive/intellectual skills needed to achieve the knowledge, skills and levels of competency stipulated for graduation from the MS Degree Program by the faculty within the Department of Speech-Language Pathology. The EFs are expected traits and characteristics to be exhibited by students enrolled in the MS Degree graduate program in Speech-Language Pathology. Many of these traits are identified in educational and credentialing standards established by the Council on Academic Accreditaton in Audiology and Speech Language Pathology (CAA) the Council of Clinical Certification (CFCC) of the American Speech-Language-Hearing Association; and the Council on Academic Programs in Communication Sciences and Disorders (CAPCSD).
Here is what the EFs mean for either students seeking admissions to our graduate program in speech-language pathology or who are currently enrolled in the program.
Students admitted to the SLP MS program must demonstrate the abilities and skills listed below. The abilities are required for admission and/or must be developed and maintained throughout the two-year course of study as the student progresses through the program. In the event that during the training, a student is unable or refuses to acquire and demonstrate these essential functions, with or without reasonable accommodations, then the student may be asked to leave or be dismissed from the program.
Communication Abilities/General
- Speak intelligibly and articulately, exhibiting no non-dialectical mispronunciations of English speech sounds (phonemes) nor acquired second languages (i.e., Spanish)
- Hear sufficiently at a level that includes high and low frequency speech sounds of English
- Possess demonstrated reading comprehension and speed at a level sufficient to accomplish curricular requirements and provide timely and efficient clinical care for patients/clients
- Complete appropriate medical records, documentation and plans according to protocol in a thorough and timely manner
- Write legibly and cohesively with minimal to no grammatical/spelling errors while providing a logical sequence of information (i.e., introduction/topic sentence, body of content, conclusion, recommendations, SOAP notations)
- Communicate and interact effectively with people in person, by phone, and in writing byconsidering the communication needs and cultural values of the listener(s) (e.g., client, family member, professional health colleague). Adapt to the language, speech and nonverbal interactions of the patients/clients and family members accordingly or use an interpreter/translator to do so.
Physical Abilities
- Participate in professional responsibilities/activities for up to four-hour blocks of time with one or two breaks
- Move independently to, from, and in clinics and work settings
- Provide for one's own personal hygiene
- Manipulate screening/diagnostic materials, including completion of screening/evaluation protocols
- Effectively implement a treatment plan that is appropriate for the client, including use and manipulation of materials/instrumentation and printed or computerized data collection
- Provide a safe environment for others in responding quickly to emergency situations including fire, choking, unconsciousness, etc., and in the application of universal precautions
- Engage in education, training, certification and re-certification of Basic Resuscitation and Cardiac skills (including appropriate use of defibrillators) for infant, pediatric and adult clients based on American Heart Assocition/Red Cross standards
- Monitor client responses to diagnostic and treatment materials and quickly manipulate or alter the use of materials based on client responses (i.e., effective vs. ineffective treatment outcome)
- Make accurate judgments about speech and/or acoustic signals using perceptual and objective (clinical equipment) data and accurately interpreting data obtained
- Drive, transport, engage in a car pool and/or use public transportation (bus, rail train) to assure classroom, on-campus clinic and externship clinical site attendance that is timely and consistent. Proof of a legal driver's license, self-auto insurance and reliable, safe transportation is required for speech-language pathology students who drive
- Maneuver patients who rely on wheelchairs, walking canes and general support (e.g., walking arm-in-arm or arm-to-waist with client) to transport client to/from waiting area and clinic treatment room
- Squat, sit down on pediatric furniture and/or sit on the floor wih pediatric clients
- Demonstrate finger/hand dexterity to handle writing instruments, eating/feeding utensils, small and large play objects, iPods, and associated computer applications
Behavioral and Social Attributes
- Maintain emotional and mental health required for use of intellectual abilities, prompt completion of responsibilities, and development of an appropriate relationships with faculty, clinical supervisors (on-campus and external site supervisors) clients, SLP student colleagues and interprofessional, inter-collaborative student and professional team members
- Maintain composure and emotional stability in demanding or challenging situations
- Exhibit flexibility and adaptation to changing environments and situations
- Fully honor and engage in cultural competency development through exposure to a variety of school and medical clinical placement settings and learn about the history of various traditionally recognized in the U.S. that reflect the pluralistic society of Philadelphia, the state of Pennsylvania and the nation at large. Additionally, continuously self-assess perceptions of the role of the speech-language pathologist as a culturally competent global citizen
- Understand and respect faculty and clinical supervisory authority. Maintain a "teachable spirit" that is respectful of those in leadership positions at the Department, College, University and External Clinical Site levels
- Maintain appropriate professional behavior, including punctuality, appropriate professional dress attire, regular attendance and adherence to timelines for report submissions, lesson planning and preparation, portfolio documentation, and the timely preparation of clinical session materials prior to client arriving for these sessions
- Demonstrate compassion, integrity, interest, and motivation when delivering professional services to other individuals
- Familiarize one's self and abide by the ASHA code of ethics and scopes of practice when delivery clinical service as a student and future professional in speech-language pathology
Intellectual Abilities
- Demonstrate the mental capacity to read, listen to, learn, assimilate the use didactic and clinical information, including the ability to read and comprehend professional literature and reports
- Solve clinical problems through critical analysis and evidence-based practice
- Seek relevant case information, synthesize, nd apply concepts and information from various sources and disciplines
- Write discipline-specific papers and clinical reports spelling, phonetics, grammar (syntax) and content (semantics) characteristics of Standard English
- Speak American English intelligibly, relative to personal dialect, including the ability to model all English phonemes in isolution, phrases, sentences and conversational contents
- Demonstrate ability to depict when speech-language-swallowing patterns of clients are disordered requiring further assessment and intervention
- Analyze, synthesize, and interpret ideas and concepts in academic and diagnostic/treatment settings
- Maintain attention and concentration for sufficient time to complete didactic and clinical activities for up to 4-hour blocks of time with one or two breaks
- Schedule and prioritize activities, and provide documentation in a timely manner
- Comply with administrative, legal, ethical, and regulatory policies set forth by the Department of Speech-Language Pathology, the College of Nursing and Health Professions, Drexel University, the state of Pennsylvania and other states across the U.S. as a future SLP practitioner
- Read, become familiar with and abide by the Code of Ethics and Scopes of Practice set forth by the American Speech-Language-Hearing Association as a student and future speech-language pathology practitioner
Degree Requirements
| Required Courses: | ||
| IPE 7701 | Evidence Based Practice | 1.0 |
| SLP 5000 | Neuroscience | 3.0 |
| SLP 5001 | Counseling Foundations in CSD | 2.0 |
| SLP 5002 | Applied Integrative Anatomy for SLP | 2.0 |
| SLP 5003 | Communication Disorders in Culturally and Linguistically Diverse Populations | 2.0 |
| SLP 5004 | Professional Issues and Ethics in Speech-Language Pathology | 2.0 |
| SLP 5005 | Cleft Palate and Craniofacial Anomalies | 1.0 |
| SLP 5030 | Special Topics Seminar I | 2.0 |
| SLP 5031 | Special Topics Seminar II | 2.0 |
| SLP 5100 | Speech Sound Disorders | 2.5 |
| SLP 5130 | Prevention, Assessment and Treatment of Communication Disorders in Children: 0 to 5 | 2.0 |
| SLP 5131 | Prevention, Assessment and Treatment of Communication Disorders in School-Aged Children: 6 to 21 | 2.0 |
| SLP 5230 | Adult Language Disorders I: Aphasia | 2.5 |
| SLP 5231 | Adult Language Disorders II: Cognitive-Linguistic Communication Disorders | 2.5 |
| SLP 5300 | Motor Speech Disorders | 2.0 |
| SLP 5301 | Autism Spectrum Disorders | 2.0 |
| SLP 5302 | Fluency Disorders | 2.0 |
| SLP 5304 | Technology in Speech-Language Pathology: Augment and Altern Communication and Computer Applications | 2.0 |
| SLP 5303 | Voice Disorders | 2.0 |
| SLP 5400 | Research Design and Application of Evidenced Based Practice in Speech-Language Pathology | 2.5 |
| SLP 5401 | Dysphagia | 3.0 |
| SLP 5402 | Capstone Project in SLP | 2.0 |
| SLP 5500 | Aural Habilitation/Rehabilitation | 2.0 |
| SLP 6050 | Comprehensive Exam in Speech-Language Pathology | 0.0 |
| SLP 6100 | Clinical Management and Practicum I | 2.0 |
| SLP 6200 | Clinical Management and Practicum II | 2.0 |
| SLP 6300 | Clinical Management and Practicum III | 2.0 |
| SLP 6400 | Clinical Management and Practicum IV | 3.0 |
| SLP 6500 | Clinical Management and Practicum V | 3.0 |
| Total Credits | 60.0 | |
Sample Plan of Study
| First Year | ||
|---|---|---|
| Fall | Credits | |
| IPE 7701 | Evidence Based Practice | 1.0 |
| SLP 5000 | Neuroscience | 3.0 |
| SLP 5001 | Counseling Foundations in CSD | 2.0 |
| SLP 5100 | Speech Sound Disorders | 2.5 |
| SLP 5130 | Prevention, Assessment and Treatment of Communication Disorders in Children: 0 to 5 | 2.0 |
| SLP 5230 | Adult Language Disorders I: Aphasia | 2.5 |
| SLP 6100 | Clinical Management and Practicum I | 2.0 |
| Credits | 15 | |
| Spring | ||
| SLP 5002 | Applied Integrative Anatomy for SLP | 2.0 |
| SLP 5005 | Cleft Palate and Craniofacial Anomalies | 1.0 |
| SLP 5131 | Prevention, Assessment and Treatment of Communication Disorders in School-Aged Children: 6 to 21 | 2.0 |
| SLP 5231 | Adult Language Disorders II: Cognitive-Linguistic Communication Disorders | 2.5 |
| SLP 5400 | Research Design and Application of Evidenced Based Practice in Speech-Language Pathology | 2.5 |
| SLP 5401 | Dysphagia | 3.0 |
| SLP 6200 | Clinical Management and Practicum II | 2.0 |
| Credits | 15 | |
| Summer | ||
| SLP 5003 | Communication Disorders in Culturally and Linguistically Diverse Populations | 2.0 |
| SLP 5300 | Motor Speech Disorders | 2.0 |
| SLP 5302 | Fluency Disorders | 2.0 |
| SLP 5303 | Voice Disorders | 2.0 |
| SLP 5304 | Technology in Speech-Language Pathology: Augment and Altern Communication and Computer Applications | 2.0 |
| SLP 6300 | Clinical Management and Practicum III | 2.0 |
| Credits | 12 | |
| Second Year | ||
| Fall | ||
| SLP 5030 | Special Topics Seminar I | 2.0 |
| SLP 5301 | Autism Spectrum Disorders | 2.0 |
| SLP 5500 | Aural Habilitation/Rehabilitation | 2.0 |
| SLP 6400 | Clinical Management and Practicum IV | 3.0 |
| Credits | 9 | |
| Spring | ||
| SLP 5004 | Professional Issues and Ethics in Speech-Language Pathology | 2.0 |
| SLP 5031 | Special Topics Seminar II | 2.0 |
| SLP 5402 | Capstone Project in SLP | 2.0 |
| SLP 6050 | Comprehensive Exam in Speech-Language Pathology | 0.0 |
| SLP 6500 | Clinical Management and Practicum V | 3.0 |
| Credits | 9 | |
| Total Credits | 60 | |
Program Learning Outcomes
Clinical Knowledge and Skills Application
Graduates will demonstrate advanced knowledge and skills of the biological, neurological, linguistic, cognitive, social, and cultural foundations of communication and swallowing disorders across the lifespan and clinical practice settings.
Assessment and Diagnosis
Graduates will competently assess, diagnose, and differentiate communication and swallowing disorders using culturally responsive, ethical, and evidence-based methods in a variety of clinical and educational settings.
Intervention and Clinical Decision-Making
Graduates will develop, implement, and evaluate individualized intervention plans that reflect evidence-based practice, client-centered care, interprofessional collaboration, and measurable treatment outcomes.
Professionalism and Ethical Practice
Graduates will demonstrate professional behaviors consistent with the standards of the speech-language pathology profession, including ethical decision-making, effective communication, advocacy, cultural humility, and lifelong learning.
Research and Evidence-Based Practice
Graduates will critically appraise research literature, integrate scientific evidence into clinical decision-making, and contribute to quality improvement and scholarship within the field of speech-language pathology.