All candidates are encouraged to apply. Candidates are vetted by the admissions committee. Conditional admission can be granted, and candidates meeting marginally low admission criteria can be considered by the committee.
Matriculated Student: Each Master of Science (M.S.) in Speech-Language Pathology applicant must submit evidence of the following to the Brescia University Admissions Office:
- Completion of an online application. Priority deadline is February 15. Final deadline is July 1.
- Bachelor’s degree from an accredited institution showing the completion of a Communication Science and Disorders (CSD) undergraduate degree with grades of A or B in all major courses listed under CSD prerequisite courses or a non-CSD bachelor’s degree with grades of A or B in the following CSD prerequisite courses: phonetics; speech science; audiology; language development; CSD Anatomy and Physiology; CSD Neuroanatomy or CSD Neurology; and an introduction to CSD course (or other relevant CSD course). Non-CSD prerequisite courses that must be completed prior to program entry include: statistics; chemistry or physics; biology; and social/behavioral sciences. A grade of A or B is strongly recommended in the non-CSD prerequisites.
- GPA of 3.0 or above.
- Three letters of recommendation.
- Letters should be provided by instructors who are familiar with the applicant.
- A third letter is recommended but optional (unless requested by the admissions committee).
- Personal Statement in 2 pages or less, using Times New Roman 12 font, double spacing and 1 inch margins, please answer the following questions:
- Why are you interested in becoming a speech-language pathologist?
- Explain why you are interested in pursuing the degree through online learning.
- Explain why you think you will be successful with online learning.
- Explain how you will manage your time and energy during graduate school, which will require 2-3 days a week of on-site clinical practicum in addition to academic courses.
- Explain how you manage conflict and give an example.
- An academic writing sample.
- Students for whom English is a second language must meet the minimum acceptable score for the Test of English as a Foreign Language (TOEFL): 550 on the paper-based TOEFL or 79 on the iBT TOEFL.
- Admitted students must submit a $200 deposit by July 15 to confirm their spot in the program. The $200 will be applied to tuition if the student registers and completes courses.
Applications are reviewed in a holistic manner. Applicants are selected based on evaluation criteria, scores, and availability of space. A third recommendation letter can be requested as determined by the SLP admissions committee. Personal interviews of candidates may be conducted as determined by the SLP admissions committee. These interviews are conducted through virtual technology to further rate students (if needed) based on oral communication skills and content of answers.
Baccalaureate Graduates of Brescia University: Graduates of Brescia University’s undergraduate CSD program are eligible to receive preferential acceptance. Students who have earned all A’s and B’s in courses within the major (with no course retakes to earn the A or B), have earned all A’s in their two clinical practicum courses (externship I and II), and have a minimum GPA of 3.00 or higher may be automatically admitted into the Master of Science (M.S.) in Speech-Language Pathology Program and do not have to submit recommendation letters, personal statements, writing samples, or conduct an interview. The following conditions apply:
- The student completes an online application by the designated deadline;
- The student applies for acceptance to the first cohort following conferral of their bachelor degree from Brescia University;
- There is space available in the program.
If the number of students who qualify for automatic admission exceeds the available space in the program, students will be accepted on the basis of ranked GPA. For example, students with a GPA of 4.0 will be admitted first, 3.99 next, and so on. Brescia University students who do not meet the requirements for automatic admission can still apply but will be required to submit the complete application package.
Application Integrity and Background Disclosure
Brescia University welcomes applications from all individuals who seek to pursue graduate education and make a difference in their professions and communities. We understand that some applicants may have a prior criminal history or other background considerations. Our goal is to be transparent about how such circumstances may affect your educational experience, while encouraging everyone who is qualified to apply.
- Academic or Conduct History
- Have you ever been disciplined by any college, university, or professional school for:
- unacceptable academic performance (academic probation, suspension, dismissal, etc.), or
- conduct violations?
- Criminal History
- Brescia University encourages all qualified applicants to apply, regardless of criminal background. However, please be aware that having a criminal history or being listed as a sex offender may affect your ability to:
- enroll in certain programs,
- participate in required practicum, field, internship, or clinical placements, and/or
- meet licensure or certification requirements after graduation.
- Brescia University’s graduate programs require successful completion of practicum, field, internship, or clinical experiences in order to graduate. If a student is unable to participate in or complete these required experiences due to background check results, the student will not be eligible to fulfill degree requirements or graduate from the program.
- After matriculating, you may be required to provide background information and/or complete a criminal background check:
- as a condition for participation in required practicum, field, or clinical experiences, and/or
- as part of professional licensure or certification processes governed by state law.
- All admissions decisions and placement determinations are made in accordance with applicable laws, accreditation standards, and professional regulations.
SLP 500: Speech Sound Disorders
This course covers acoustic characteristics of speech sounds, speech sound development, diagnostics, therapeutic interventions, prevention, and cultural competence. Disorders covered include motor-based speech sound disorders, phonological disorders, inconsistent speech sound disorder, and childhood apraxia of speech. This course includes an introduction to orofacial myology and accent reduction.
SLP 501: Clinical Observations in Speech-Language Pathology
This course is required for students who did not complete 25 observation hours through an undergraduate program or through prerequisite course work. Students will complete 25 observations hours with fully licensed, ASHA certified SLPs through onsite observations, through the online platform Master Clinician, or through a combination of those modes.
SLP 505: Research Methods
This course teaches students to be critical consumers of research. Students learn to locate scholarly research articles, to critique research, to identify independent and dependent variables, and to identify and explain research design. Students learn to identify research by levels of evidence, from levels of systematic reviews and randomized controlled trial studies to levels of poorly designed case studies and reports based on expert opinion.
SLP 510: Early Intervention
This course covers Part C of the Individuals with Disabilities Education Act, the Individualized Family Service Plan (IFSP), a survey of early intervention systems across states, early childhood speech and language development, evaluation and therapeutic techniques for the birth to age three population, prevention of language disorders in this population, and service delivery models. Service delivery model topics include consultation, collaboration, coaching, direct and indirect intervention. Early communication topics include prelinguistic communication and paralinguistic communication
SLP 520: Seminar in Child Language
This course covers child language development, evaluation, and treatment of language disorders in children ages three to twenty-one. Topics include: receptive and expressive language, phonology, morphology, syntax, semantics, pragmatics, gestures, literacy, and language modalities. Social aspects of communication, including challenging behavior, ineffective social skills, and lack of communication opportunities are covered. Students learn to be critical consumers of standardized language testing products.
SLP 530: Fluency Disorders
This course covers fluency disorders across the lifespan. Students learn to diagnose, treat, and provide counseling for those with fluency disorders. Diagnoses include developmental stuttering, persistent stuttering, acquired stuttering, psychogenic stuttering, and cluttering.
SLP 540: Augmentative and Alternative Communication
This course explores adaptive and assistive technologies and modalities, and strategies to promote language and communication. Topics include assessment, program development, use and evaluation of technologies, and collaborative problem solving.
SLP 545: Professional Competency in Speech-Language Pathology
This is not a required course, but a remedial course that can be assigned to students who fail (or need to complete competency assessments due to extenuating or rare circumstances). To succeed in the graduate program, students must succeed within a dual system of course grades and competency assessments. Competency assessments occur in required courses and in the final semester of the program through a portfolio assessment. If a student fails any competency assessment on knowledge and skill acquisition (KASA) standards, faculty members may assign remedial coursework in a knowledge and/or skills area. Remedial coursework is designed specifically for the student on a student support plan document. Remedial coursework is completed in order to improve the student’s ability to pass a subsequent competency attempt.
SLP 550: Clinical Methods and Clinical Practicum I
In this clinical preparation course, introductory topics for the work setting are covered. These include: ethics and professional conduct, evidence-based practice principles, universal precautions, blood borne pathogens, patient confidentiality, principles of supervision in speech-language pathology, patient counseling and interviewing, diversity issues when working with diverse populations, and an introduction to clinical documentation processes. Students complete their first practicum placement, which is a part-time practicum of 75 patient contact hours in the second half of the semester. The placement occurs in a pediatric setting.
SLP 560: Voice Science and Disorders
This course teaches students anatomy and physiology of the larynx related to voice function including respiration, phonation, resonance, and articulation. Students learn about perceptual voice assessment, videostroboscopic evaluations, aerodynamic and acoustical measurements, voice facilitation exercises, and collaboration with otolaryngology professionals.
SLP 565: Dysphagia
This course covers normal and disordered swallowing of the oral, pharyngeal, and esophageal stages. Laryngeal function, pulmonary issues, and gastrointestinal issues are discussed. Students learn how to diagnose and treat disorders of swallowing, especially in the adult population. Topics include anatomy and physiology of the swallowing mechanism, bedside swallowing evaluations, visualization instruments, manual exercises, neuromuscular electrical stimulation, deep brain stimulation, thermal-gustatory stimulation, and the Frazier water protocol. Students learn about medical conditions related to dysphagia. This course includes an introduction to orofacial myology and feeding disorders.
SLP 570: Motor Speech Disorders
This course covers adult apraxia of speech, types of dysarthria, and related neurological disorders. Students learn relevant anatomy and physiology related to motor speech disorders and relevant cranial nerve examination procedures. Students learn how to provide a differential diagnosis of dysarthria and apraxia. Students learn restoration and compensation approaches for motor speech disorders.
SLP 580: Thesis I
This course is an elective course for students completing the thesis option. The first stage of the thesis process involves narrowing a topic of interest, collecting information, and organizing information for a literature review. An edited, finalized literature review is completed.
SLP 599: Independent Study
This elective course designates a field of study that is not part of the regular curriculum. It is generally offered based on student interests and needs. Prerequisite: Submission and approval of “Application for Admission to Independent Study.”
SLP 600: Pediatric Dysphagia
This course covers feeding and swallowing disorders of children from infancy to adolescence. Topics include normal feeding and swallowing milestones, atypical feeding and swallowing development, medical disorders related to pediatric feeding and swallowing disorders, and prevention of feeding and swallowing disorders. Students learn how to evaluate, treat, and provide interdisciplinary services for these disorders.
SLP 610: Aphasia
In this course, students learn how to provide a differential diagnosis of aphasia, and how to treat aphasia through compensation and restoration therapeutic techniques. Topics include related medical conditions including stroke and head injury.
SLP 620: Cognitive Aspects of Communication
In this course, students learn about the assessment and treatment of cognitive-linguistic disorders and their related medical conditions. Topics include dementia, brain injury, and neurologic disorders. Cognitive aspects of communication includes attention, memory, sequencing, problem solving, and executive functioning.
SLP 630: Clinical Practicum II
In clinical practicum II, students complete 125-150 clinical hours evaluating and treating patients in a supervised pediatric setting. Students will complete assigned readings, discussions, and projects to support their clinical learning experiences.
SLP 635: Clinical Practicum III
In clinical practicum III, students complete 125-150 clinical hours evaluating and treating patients in a supervised geriatric setting. Students will complete assigned readings, discussions, and projects to support their clinical learning experiences.
CSD 640: Audiology and Aural Rehabilitation Topics for the SLP
This course explores the latest research in hearing science, audiometry, aural habilitation, and rehabilitation. Topics include hearing assessments, hearing aids, cochlear implants, classroom acoustics, oral and manual approaches to communication, the impact of hearing loss on speech and language development, and collaboration among professionals for patients with hearing loss.
SLP 650: Education and Healthcare Topics for the SLP
This course covers legalities relevant to the practice of speech-language pathology in education and healthcare settings. Topics include laws, regulations, due process, documentation, and payer systems.
SLP 670: Thesis II
This is an elective course for students completing the thesis option. In this stage, students submit a finalized methodology section of the thesis paper. It includes a discussion of potential participants, how participants will be recruited, informed consent forms, any instruments used, what data will be collected, how data will be collected, and how data will be analyzed. The project will be submitted to Brescia University’s IRB for approval.
SLP 660: Professional Issues in Speech-Language Pathology
This course covers professional issues as well as advocacy and leadership topics for the future speech-language pathologist. Students will identify and research current trends and issues within the Practicum of speech-language pathology and develop actions plans. Students will learn principles of leadership, complete a self-assessment, and develop an action plan related to their growth in leadership skills.
SLP 675: Thesis III
This is an elective course for students completing the thesis option. In this stage, students collect the data and complete the analysis, results, and discussion sections of the paper.
SLP 680: Seminar in Private Practice
This is an elective and advanced course in business aspects of private practice. Topics include business structure, policies and procedures, business filing, networking with insurance, marketing, electronic medical records, referral processes, and payer systems.
SLP 685: Seminar in Literacy
This is an elective and advanced course in literacy. This course explores the latest research in literacy assessment and intervention as well as the SLP’s expanded role in literacy.
SLP 690: Advanced Seminar in Orofacial Myology
This is an elective and advanced course in orofacial myology. This course offers an advanced exploration of how structure and function relates to the development and remediation of speech and swallowing disorders.
SLP 695: Seminar in Autism
This is an elective and advanced course in autism. This course explores the latest research in autism related to its diagnosis and treatment, especially those interventions related to the practice of speech-language pathology.
Back to TopMaster of Science (M.S.) in Speech-Language Pathology Faculty
Dr. Lauren E. Bland
Lauren E. Bland earned her B.S. from Murray State University, her M.S. from the University of Louisville and her Ph.D. from University of Cincinnati. All were in Communication Disorders. Prior to joining Brescia in 2021, she held faculty positions at the University of Louisville, Jackson State University, and Western Kentucky University. While most of her clinical experience has been in schools, she also worked in early intervention and home-health. At Brescia, she has taught Alternative and Augmentative Communication, Fluency, and Clinical Practicum II. In addition to presenting at the American Speech-Language-Hearing Association Convention, she has served on ASHA Convention program committees, the Scientific and Professional Education Board and the National Student Speech Language and Hearing Association Executive Council. A site visitor for the Council on Academic Accreditation in Audiology and Speech-Language Pathology, she served on the board from 2017-2020.
Dr. Kaitlin Brown
Dr. Kaitlin Brown completed her Bachelor’s in Speech Pathology and Audiology from The University of Tennessee, her Master’s in Communication Sciences and Disorders from Alabama A&M University, and her Doctorate in Speech-Language Pathology from Rocky Mountain University of Health Professions. She has worked in a variety of settings from adult medical to pediatric outpatient and a little of everything in between. However, her passion lies in pediatrics. She specializes in AAC and pediatric feeding/swallowing disorders. Kaitlin currently serves as the Assistant Practicum Coordinator for Brescia University. She has taught Research Methods, Professional Issues, Thesis 1-3, and Dysphagia at Brescia. She also teaches a variety of continuing education courses on AAC and pediatric feeding/swallowing disorders.
Dr. Jani Hammit
Dr. Jani Hammit is a speech language pathologist whose research focus is in the cognition and neuropsychology of speech, language, and hearing in adults and children. Dr. Hammit’s research uses biometric instrumentation, including eye tracking and electroencephalography. She works clinically across the lifespan. She has a scientific background in linguistics, cognition, and is a trained neuroanatomist. She completed her Masters in Linguistics and Cognition and Doctor of Philosophy in Rehabilitation Science at Texas Tech University Health Science Center.
Dr. Julie Hess
Dr. Julie Hess holds a terminal degree in speech-language pathology from Nova Southeastern University. She has worked in higher education for 8 years. Her career interests include advocacy, speech sound disorders, and school-based issues. Dr. Hess has worked in early intervention, public schools, and in adult medical settings. She serves as the program director and teaches SLP 500 Speech Sound Disorders and SLP 550 Clinical Methods and Practicum I.
Robyn Merkel-Walsh, M.A., CCC-SLP
Robyn Merkel-Walsh, M.A., CCC-SLP, COM ® is a NJ/NY Licensed Speech Pathologist, Certified Orofacial Myologist® & Vocologist with three decades of experience in the state of NJ. She is employed full-time by the Ridgefield Board of Education and runs a private practice (Diamond MYO & Vocology) in Ridgefield, NJ. She has been elected as the NJ Kids Top Doctors in 2012, 2013, 2014, 2018 & 2023. Robyn received both her undergraduate and graduate degrees from Montclair State University, where she was later invited to be an adjunct/clinical supervisor. She has also taught courses at Brescia University, Bergen Community College and is a clinical site coordinator for Seton Hall University. She is the proud recipient of four ASHA ACE Award and the Ridgefield Woman of the Year 2019 in Business. She is an Ambassador of The Breathe Institute.
Leigh Anne Roden, Ed.D.
Leigh Anne Roden is an Adjunct Professor at Brescia University and has been in higher education since 2012. She completed her undergraduate and graduate degrees, Rank I, Director of Special Education Endorsement, Autism Certificate, and Doctorate in Educational Leadership at Western Kentucky University. Dr. Roden spent the initial years of her clinical career as a speech-language pathologist in the school setting. She has experience in acute care, outpatient rehabilitation services, long-term care, private practice, and birth-three home-based services. In addition to teaching, she continues working in an acute care hospital and with the Kentucky Early Intervention System serving the birth-three population. Dr. Roden is very active in the Kentucky Speech-Language-Hearing Association where she has served in numerous leadership roles including President. She is also a founding member of the Kentucky Early Intervention Providers Association. Her professional interests include student engagement, behavior management, early intervention, and advocacy.
Dr. Samantha Rogers
Dr. Samantha Rogers completed her Bachelor of Health Sciences in Communication Sciences and Disorders at the University of Kentucky and her Doctorate of Audiology (AuD) from the University of Louisville. She has spent her career working with the pediatric population. She started her career working in a pediatric medical setting before transitioning to the public school setting. Her interests include pediatric amplification, diagnostic testing, and educational audiology. Dr. Rogers has a passion for providing education regarding topics related to pediatric hearing loss and advocating for children with hearing loss. She currently serves as a board member for Kentucky Hands & Voices and the Kentucky AG Bell Chapter. She is also one of the state Clinical Coordinators for the Healthy Hearing Program for Special Olympics of Kentucky.
She teaches SLP 640 Audiology and Aural Rehabilitation Topics for the SLP.
Sarah Ward
Sarah Ward holds a Master of Science degree in speech-language pathology from Western Kentucky University. She has worked in higher education for 12 years. Her career interests include literacy, telepractice, aphasia, and dysphagia. Sarah has worked in public schools and in adult medical and outpatient pediatric and adult hospital settings. She serves as the practicum coordinator and teaches SLP 630 Practicum I and SLP 635 Practicum II.
Dr. Juliet White
Dr. Juliet White graduated from South Carolina State College/University with a B.A. and M.A. in Speech Pathology and Audiology and Eds in Educational Leadership. She earned her Ph.D. in Speech Pathology from the University of South Carolina. She has worked in a variety of settings to include private practice, skill nursing facilities, and schools. Prior to joining Brescia University in 2022, she worked at South Carolina State University as an adjunct professor. She has spent the past 20 years in various leadership positions in the public schools to include Special Education Director, Assistant Superintendent and Student Services Officer. Her career interests include special education law and advocacy, school-based issues, literacy, and child language. Dr. White teaches Seminar in Child Language, Motor Speech Disorders, and School and Health Care Issues.
She is a recipient of the South Carolina Speech-Language-Hearing Association Frank R. Kleffner Clinical Career Award for distinguished contributions to the field of speech-language pathology and previously served as a site visitor for the Council on Academic Accreditation in Audiology and Speech-Language Pathology.