Speech-Language Pathology (MS)

Master of Science in Speech-Language Pathology: Admission Requirements

At the time of application, individuals should have completed or be in the process of completing a baccalaureate degree at an accredited institution. The baccalaureate degree must be completed before commencing work at Rush University. Students entering the program must have successfully completed coursework in introduction to audiology, phonetics, normal speech and language development, speech and hearing science, speech and hearing anatomy and physiology, and statistics. In addition, entering students must have transcript credit for at least one course in each of the following areas: biological sciences, physical sciences (physics and/or chemistry), and social/behavioral sciences. Applicants should check the program webpage for additional information about prerequisites. High school Advanced Placement (AP) credits do not meet this requirement. All courses must be taken for a grade at the baccalaureate level. 

Admission is granted for the fall term of each year. The application file includes a completed application with essay, application fee, three letters of recommendation from individuals acquainted with the applicant’s academic background, official transcripts from all universities attended, and official scores from the GRE graduate school entry exam. Applicants whose native language is not English and who have not obtained a college degree from a U.S. institution must submit official scores from the Test of English as a Foreign Language, or TOEFL.

The generally applied minimum standards for acceptance into the program are a 3.0 undergraduate GPA overall (on a 4.0 scale) and a 3.5 in major courses in speech-language pathology or a 3.5 in the prerequisite course content as listed in the application. Scores on the GRE (verbal and quantitative) should be at the 50th percentile or higher. The SLP Program Admissions Committee reviews all applications and makes all admissions decisions.

Technical Standards for the Speech-Language Pathology Program

Rush University is committed to diversity and to attracting and educating students who will make the population of health care professionals representative of the national population.

Our core values-I CARE (innovation, collaboration, accountability, respect and excellence)-translate into our work with all students, including those with disabilities. Rush actively collaborates with students to develop innovative ways to ensure accessibility and creates a respectful, accountable culture through our confidential and specialized disability support. Rush is committed to excellence in accessibility; we encourage students with disabilities to disclose and seek accommodations.

The following technical functions are required of all students enrolled in the Speech-Language Pathology program:

Acquire Information

• Acquire information from demonstrations and experiences in courses such as lecture, group and physical demonstrations
• Acquire information from written documents and computer systems (e.g., literature searches and data retrieval)
• Identify information presented in accessible images from paper, slides, videos with audio description and computer presentations
•  Recognize and assess patient changes in mood, activity, cognition, and verbal and non-verbal communication

Use and Interpret

• Use and interpret information from assessment techniques/maneuvers
• Use and interpret information related to physiologic phenomena generated from diagnostic tools

Motor

• Possess psychomotor skills necessary to provide or assist in holistic speech-language pathology care, and perform or assist with procedures and treatments
• Practice in a safe manner and appropriately provide speech-language pathology care and assessment in emergencies and life-support procedures, and perform universal precautions against contamination

Communication

• Communicate effectively and sensitively with patients and families
• Communicate effectively with faculty, preceptors and all members of the health care team during practicum and other learning experiences
• Accurately elicit information, including a medical history and other information, to adequately and effectively evaluate a population’s, client’s or patient’s condition

Intellectual Ability

• Measure, calculate, reason, analyze and synthesize data related to diagnosis and treatment of patients and populations
• Exercise proper judgment and complete responsibilities in a timely and accurate manner according to the speech-language pathology role
• Synthesize information, problem solve, and think critically to judge the most appropriate theory, assessment or treatment strategy

Behavioral

• Maintain mature, sensitive, effective relationships with clients/patients, families, students, faculty, staff, preceptors and other professionals under all circumstances
• Exercise skills of diplomacy to advocate for patients in need
• Possess emotional stability to function under stress and adapt to rapidly changing environments inherent to the classroom and practice settings

Character

• Demonstrate concern for others
• Demonstrate integrity, accountability, interest and motivation
• Demonstrate intent and desire to follow the Rush University and Speech-Language Pathology Code of Ethics

The technical standards delineated above must be met with or without accommodation. Students who, after review of the technical standards, determine they require reasonable accommodation to fully engage in the program, should contact the Office of Student Accessibility Services to confidentially discuss their accommodations needs.

Given the clinical nature of our programs, time may be needed to implement the accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged. Contact the Office of Student Accessibility Services to learn more about accommodations at Rush University:

Marie Ferro-Lusk, MBA, MSW, LSW
Director, Office of Student Accessibility Services
600 S. Paulina St., Suite 440
Chicago, IL 60612
(312) 942-5237
Marie_S_Ferro-Lusk@rush.edu

Academic Probation

Academic probation is assigned to a student who earns a single-term academic grade point average (GPA) between 2.5 and 2.99 (A = 4.0), and/or whose cumulative academic GPA falls between 2.5 and 2.99 at any time. The academic GPA is calculated for all non-clinical coursework.  A remediation plan to address probation will be developed by the student’s academic advisor and the student and will be documented in the student’s program file.  A student must earn a single-term academic GPA of 3.0 or greater at the end of the semester for which the student is on academic probation and a cumulative academic GPA of 3.0 or greater by the end of the first academic year to continue in the program.  A student who incurs a semester academic GPA below 3.0 after being removed from academic probation will be dismissed from the program, even if the cumulative academic GPA is 3.0 or greater.

A student who earns a grade of D or less in a required course must repeat that course or an equivalent course that has been approved by the student’s program and transferred from an outside institution. In a repeated course, the new grade will replace the earlier grade in the cumulative academic GPA. Failure to receive a grade of C or greater in a repeated course will result in dismissal from the program.

A student must receive a grade of C or greater in an approved transfer course in order for it to be accepted as an equivalent for the course for which the student received a grade of D or less. Credit for a transferred course in not included in the calculation of the cumulative academic GPA. The course for which the student earned the grade of D or less will remain on the student’s transcript and will be used to calculate the academic GPA. This may impact the student’s minimum GPA requirement for graduation.

A student who earns a grade of D or less in two or more required courses, regardless of the grade earned in a repeated course and regardless of the cumulative academic GPA will be dismissed from the program.

A student who earns a single-term academic GPA of less than 2.5 at any point during his/her course of study will be dismissed from the program.

A student who fails to meet the stated criteria for the comprehensive examination will be dismissed from the program.

A cumulative academic GPA of 3.0 or greater is required for graduation.

Clinical Probation

Clinical probation is assigned to a student who earns a grade of C or less in a clinical practicum, internship, or externship. Although the clinical contact hours may be used to meet the ASHA Council for Clinical Certification (CFCC) requirements, the student may be required to repeat the clinical education course before progressing further in the clinical sequence.

A remediation plan to address clinical probation will be determined by the student, the student’s academic adviser and the clinical education manager, and will be documented. Failure to achieve a grade of B or higher in any subsequent clinical education course will result in dismissal from the program.

The faculty reserves the right to request the withdrawal of any student whose conduct or performance demonstrates lack of fitness for continuance in a health profession. Any such student not voluntarily withdrawing will be dismissed from the program.

Clinical Progression

In the Speech-Language Pathology (SLP) program, A grade of B or higher is required to pass an SLP clinical practicum.  Students receiving a grade of C or less in any SLP practicum prior to the final practicum will be placed on clinical probation and required to repeat and pass the practicum before progressing further in the clinical sequence.  Any earned clinical contact hours may be used to meet the ASHA Council for Clinical Certification (CFCC) requirements.

Students receiving a grade of C in their final practicum will be placed on probation and required to register for one credit of continuing enrollment in the following semester to complete remediation and achieve good standing before graduation. Students receiving a grade of D in their final practicum will be placed on probation and required to repeat the course.  Students receiving an F in the final practicum will be dismissed from the program.

For students placed on clinical probation at any time during the SLP practicum sequence, a remediation plan to address clinical probation will be determined jointly by the student, the student’s academic adviser, and the clinical education manager; this remediation plan will be documented. Failure to achieve a grade of B or higher in any subsequent clinical education course will result in dismissal from the program.

The faculty reserves the right to request the withdrawal of any student whose conduct or performance demonstrates lack of fitness for continuance in a health profession. Any such student not voluntarily withdrawing will be dismissed from the program.

Interrupted Program

Students who wish or need to interrupt their program must fulfill the following requirements:

• Meet with their academic adviser,  the clinical education manager, and the program director to work out a plan of action before leaving the program
• Complete all degree requirements within four years (master’s program) of the beginning of the first term in which the full-time student is enrolled in the department
• Follow all appropriate leave of absence/withdrawal procedures and policies as defined by Rush University

Academic Appeal and Grievance

See the CDS Student Manual for the policy on academic appeal and grievance and for other policies. The department follows procedures outlined in the College of Health Sciences Student Academic Appeal and Grievance Procedures. Students who wish to file a complaint related to compliance with an accreditation standard may contact the Council on Academic Accreditation:

Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language-Hearing Association
2200 Research Blvd, Suite 310
 Rockville, MD 20850
(800) 498-2071 or (301) 296-5700

Thesis

The faculty’s commitment to research and the belief that an appreciation of scientific endeavors is critical to the clinical process provide the basis for an optional thesis. Many students in graduate school choose to do a thesis, thereby gaining valuable research experience. A thesis project is data based and may be an original or replication study.

Often, students present the results of their research at a professional meeting or publish results in a professional journal. The thesis project is optional in the speech-language pathology curriculum, and students are encouraged to consider choosing this option. The complete thesis policy is found in the Student Manual for the Department of Communication Disorders and Sciences.

First Year

Second Year

Program Total: 67 Credit Hours

First Year

Second Year

Program Total: 67 Credit Hours

** Indicates course may be audited.

Students in the thesis track will begin their research with Independent Study in Spring 1 (two credits) and continue with Thesis Research in Summer 1, Fall 2, and Spring 2 (two credits each). A total of eight credit hours of independent study and thesis research will be accrued. Thesis-track students may audit a maximum of four credit hours per term in Summer 1 and Fall 2 to offset the credit hours attained through their thesis research. Although up to eight credit hours of coursework may be audited, any eligible course not audited must be taken for credit to satisfy the program’s overall degree requirements. Due to thesis-track students’ ability to audit up to eight credit hours, the number of credit hours required for graduation is equal for thesis and non-thesis students.

ASHA Requirements for the Certificate of Clinical Competence

The academic coursework and clinical education hours required by ASHA for the Certificate of Clinical Competence is described on the ASHA’s website (www.asha.org). Students are responsible for reviewing this information and their undergraduate and graduate coursework to assure that the requirements will be met. If a deficiency exists, it is best to identify it early so that appropriate plans can be made. Students should review their coursework with their academic advisers during the first term of enrollment.