The graduate (MS) program in Communication Disorders focuses on the prevention, assessment, and treatment of speech, language, cognitive, and swallowing disorders. The program is accredited by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA). Graduating students are prepared to meet the requirements for ASHA’s Certificate of Clinical Competence, as well as any state licensure as a speech-language pathologist.
The program exists in two modalities: 1) the residential (on-campus) modality (5 or 6 semesters); and, 2) the distance education (online) modality (5 or 9 semesters). Either way, the program consists of 72 credit-hours, including foundational courses (i.e., prerequisites; 18 credit hours, often completed at the undergraduate level) and graduate courses (54 credit hours of academic and clinical coursework).
Our program is grounded on the premise that human communication and its disorders involve complex interactions of biological, psychological, sociocultural, and structural factors. We emphasize evidence-based problem solving and culturally relevant practice. Academic and clinical experiences focus on case-based learning, family-centered intervention, and reflective practice. Diverse curricular, research, and applied opportunities across the lifespan ensure that graduates have the knowledge and skills needed to engage competently and ethically in the professional workplace.
Residential Modality
The facilities of the Department of Communication Sciences and Disorders are equipped with the latest technology to support academics, research, and clinical learning. Emerson’s location in Boston and proximity to public transportation provide students with access to community-based practica in a wide variety of settings, with opportunities to work with children and adults with a range of communication disorders.
On-campus clinical experiences begin in the Robbins Speech, Language, and Hearing Center, which supports our local community with diverse programs including: Gender Affirming Voice and Communication, Thayer Lindsley Family-Centered Program for Deaf and Hard of Hearing Children, and programs for Acquired Communication Disorders, Developmental Communication Disorders, and Speech Improvement.
More than 100 community practicum sites in and around Boston include public and private schools, early intervention programs, private practices, hospitals, acute care, rehabilitation, and skilled nursing facilities.
Distance Education Modality
Online students participate in a Virtual Placement experience as their first clinical placement. Following successful completion of the Virtual Placement, students participate in community placements arranged in locations within 75 miles of where they live. These placements may include public and private schools, early intervention programs, private practices, hospitals, acute care, rehabilitation, and skilled nursing facilities.
Regardless of modality, students work closely with clinical faculty to determine placements.
Program Student Learning Outcomes
- Demonstrate and apply knowledge of the professional scope of practice in speech-language pathology that includes prevention, ethics, and supervision as defined by ASHA standards.
- Demonstrate understanding of linguistic and non-linguistic factors, including cultural-linguistic considerations, that may affect access to care and recovery.
- Demonstrate knowledge of the concepts related to neuroanatomy, anatomy, and physiology as they relate to typical and disordered cognitive-linguistic, motor-speech, hearing, and swallowing functions.
- Synthesize and apply research and other evidence to clinical application via case studies and clinical practice by using critical, flexible thinking, and problem-solving skills
- Understand and describe the nature of a variety of disorders within the SLP scope of practice and their corresponding assessments and treatments across the lifespan.
Admission Requirements
Applicants must have a bachelor’s degree from an accredited college or university. We welcome applications from students with majors in other fields. Our holistic review process considers undergraduate performance and activities, essay, and letters of recommendation. The GRE is not required. For the residential modality, qualified candidates will be invited to interview on Zoom. For the distance education modality, students complete recorded interviews as part of the application process.
Required foundational courses (or their undergraduate equivalents) must be completed with a grade of B or better within five years of matriculation. Foundational courses include CD 626 , CD 627 , CD 628 , CD 629 , and CD 630 . Incoming residential students may complete foundational courses in our online modality during the summer prior to beginning the program. Distance-education students can complete foundational courses as part of the program during the terms prior to beginning applied graduate work.
Additionally, based on ASHA’s requirements for professional certification, students must complete undergraduate-level general education courses with a grade of C- (C minus) or better. These requirements are: 3 credits each of biological science, physics or chemistry, statistics, and behavioral/social science. If these courses were not included in your undergraduate program, they must be completed before the completion of three semesters of applied coursework in the graduate program (e.g., a student entering in the Fall must complete these courses before the end of first-year Summer). Official transcripts must be submitted. Students not meeting this requirement on time will receive a registration hold for their fourth semester. Note: General education courses are not counted toward the credits required for the master’s degree.
Degree Requirements
Students must complete a minimum of 54 graduate credits (and a potential maximum of 72 credit hours depending on students’ need for foundational coursework) in order to complete the Master of Science in Communication Disorders. Residential students can complete the program in 5-6 semesters, depending on their previous academic background. Distance-education students select a 5-term or 9-term plan of study.
All students must maintain a B (3.0) cumulative grade point average to continue in the program. A student will be automatically withdrawn from the program upon earning a grade of C+ or below in any two courses, irrespective of the number of course credits involved or of the overall GPA. When a student earns a grade of C+ or below in any course, this course must be repeated and a grade of B- or above must be achieved. A student with a GPA below 3.0 is placed on academic probation and has one semester to raise the GPA to 3.0 or better.
Clinical hours are earned each semester within a clinical placement for which students receive a grade. Students must earn at least a B- to pass. Earning a B- may require additional support in development of clinical skills. This may include, but is not limited to: remaining in the Robbins Center for a second placement (residential students), working directly with an Emerson clinical faculty member to support goal development, or engaging in a professional improvement plan (PIP). Each student meets semesterly with a placement coordinator to determine the most appropriate placement based on program requirements, the student’s educational and professional goals, and the student’s clinical and academic performance. Students must successfully complete at least five semesters of clinical practicum while enrolled in the program.
Students must also fulfill the ASHA requirement to accumulate a minimum of 375 supervised clinical hours during the graduate program. Clinical Practicum placements and Clinical Methods courses are designed to parallel and support students’ development as clinicians.
Students also must successfully complete a case-based comprehensive exam or a master’s thesis. Residential students who elect to complete a master’s thesis are not required to take the comprehensive examination. However, they are required to register for 3 credits of thesis and to audit one of the 3-credit courses in their second year. Students auditing a course are expected to do the work as if enrolled in the class for credit.
In some instances, a Speech@Emerson student may petition to write a thesis in lieu of the comprehensive examination. Please contact the Graduate Program Director for the specifics of this procedure.
For residential students, the comprehensive exam is administered twice a year, in January (for 5-term students) and in May (for 6-term students); Distance-education students take comprehensive examinations in their last term. Specific comprehensive exam rules and procedures that apply to the administration of the exam are discussed with all students prior to the exam date, are included in the Guide to the Communication Disorders Master’s Program, are available to residential students on the program’s advising site, and are available to distance-education students on the Speech@Emerson Student Hub website.
If students fail any portion of the comprehensive exam at the regular administration time, they take a “rewrite” exam scheduled after the original administration date. Students who are unable to complete a comprehensive examination at the expected time due to illness or unforeseen circumstances are required to take the exam at the next administration date. In some cases, this may delay graduation, resulting in a fee for students to enroll as a Continuing Student. Students are permitted to take Comprehensive Exams a maximum of three times within the five-year graduate degree time limit. Students must successfully pass all components of the comprehensive exam within the five-year graduate degree time limit.
Students must successfully complete appropriate coursework and clinical practica to meet the current academic and clinical requirements of ASHA for the Certificate of Clinical Competence in Speech-Language Pathology.
Additional Program Information
Advising
For the residential modality, one faculty member advises all students. For the distance education modality, students will be matched with one of our Assistant or Associate Directors on the Speech@Emerson team who serve as program advisors.
Clinical Practica
Clinical placements in the Communication Disorders program are arranged by the Clinical Placement Team, which includes the Director of Clinical Education.
Course Withdrawal Policy and Procedure
A graduate student may withdraw only one time from Clinical Practicum course (CD 605 , CD 611 , CD 612 , CD 613 , CD 614 , CD 615 ) for any reason, provided that the student first discuss the situation with the clinical supervisor(s), the director of clinical education, and the graduate program director. Official withdrawal paperwork must be signed by the director of clinical education and submitted to the Registrar.
If a student who has already withdrawn one time from a clinical course (CD 605 , CD 611 , CD 612 , CD 613 , CD 614 , CD 615 ) wishes to withdraw a subsequent time, the student must submit a written petition to the Clinical Review Board (consisting of the graduate program director, director of clinical programs, and director of clinical education) stating their reasons for seeking to withdraw.
In exercising its discretion to grant or deny such petitions, the Board will consider both whether the student has shown a compelling reason for withdrawal that the student could not have foreseen prior to the start of the semester as well as the impact that the student’s withdrawal might have upon clients.
The Board will not deem a student’s desire to avoid receiving a failing grade to be a compelling reason for the student’s withdrawal. Accordingly, absent extraordinary circumstances, the Board will deny petitions from students who are not earning a grade of B- or better at the time they petition to withdraw from the clinic.
Licenses and Certifications
See the Educator Preparation and Licensure Programs section in the back of this catalogue for information regarding licensure to work in the public schools in Massachusetts.
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