M.A. Speech-Language Pathology

To be considered for admission, applicants must (1) meet West Chester University's general requirements for admission to a graduate degree program and (2) meet the following CSD Program requirements:

1. Undergraduate preparation of at least 30 semester hours spanning the following content areas: biology; physical science (physics or chemistry); human development; linguistics; statistics or research methods; anatomy and physiology of speech and hearing; speech and language development; phonetics; speech disorders; language disorders; hearing disorders; basic speech and hearing science; neurology; and acoustic phonetics. Applicants whose undergraduate or pre-SLP bridge programs did not include all of these areas are still encouraged to apply; admitted students will work with faculty to develop a plan for completing any outstanding prerequisites. Expected course content for each prerequisite is described below.
2. Undergraduate transcripts reflecting cumulative and major GPAs of at least 3.0.
3. Responses to written prompts in the application.
4. Three letters of recommendation, preferably from faculty familiar with the applicant's academic work.
5. Documentation of 25 supervised clinical observation hours, required upon commencement of the program.

Content Description of Prerequisites Courses

The first four content areas listed below align with ASHA's prerequisite requirements for applying for the CCC-SLP. The remaining areas reflect requirements established by WCU's Department of Communication Sciences and Disorders. Because undergraduate CSD programs vary in how content is organized and delivered, applicants are occasionally admitted with one or more prerequisites outstanding; in those cases, students are expected to complete the relevant coursework in addition to the standard MA curriculum.

1. Physical Science — An undergraduate course in chemistry or physics.
2. Biology — A course covering fundamental principles of biology, including cell theory, metabolism, genetics, development, diversity of life, and ecology.
3. Statistics or Research Methods — A course in basic statistical concepts, including frequency distributions, measures of central tendency and variability, probability and theoretical distributions, significance of differences, and hypothesis testing.
4. Lifespan Development — One or more courses addressing developmental processes across the lifespan, from the prenatal period through senescence, including relevant research findings and theoretical frameworks.
5. Introduction to Communication Sciences and Disorders — A survey of normal processes and disorders of speech, language, and hearing.
6. Anatomy and Physiology of Speech and Hearing — A study of the anatomy and physiology of structures and systems involved in speech and hearing.
7. Speech and Hearing Science — Fundamental concepts of acoustics as applied to speech production and perception.
8. Speech and Language Development — Normal communication development, including theoretical models, developmental milestones, and variation across diverse cultural and linguistic backgrounds.
9. Introduction to Phonetics — Introduction to the International Phonetic Alphabet and its application to transcribing normal and disordered speech, with emphasis on broad and narrow transcription.
10. Speech and Voice Disorders — The etiology, symptomatology, assessment, and treatment of speech and voice disorders.
11. Language Disorders — The etiology, symptomatology, assessment, and treatment of developmental and acquired language disorders.
12. Hearing Disorders — An introduction to audiology and its relationship to medical and educational fields concerned with hearing impairment, including developmental, medical, social, and psychological dimensions of hearing, and an overview of assessment techniques.
13. Neurology of Speech and Hearing — Neuroanatomy and neurophysiology of the speech and hearing mechanism.

Essential Functions for Students in the M.A. Program

In addition to meeting the academic and clinical prerequisites described above, applicants must be able to demonstrate certain essential functions, with or without reasonable accommodations, across the following domains: physical health, motor skills, observation, communication, cognition, and behavioral/emotional health.

Applicants are expected to review this document carefully. Students will be required to sign this document prior to the start of the program.

International Applicants

International applicants whose native language is not English must provide proof of English proficiency as part of the admissions process. For current minimum score requirements for the TOEFL and IELTS, please visit the Graduate School's International Applicants page.

Applications to WCU's SLP graduate program are submitted through the Communication Sciences and Disorders Centralized Application Service (CSDCAS). Key information for applicants is provided below.

1. CSDCAS Customer Service — Available Monday through Friday, 9:00 AM–5:00 PM EST. Phone: (617) 612-2030.
2. Applicant Portal — The portal opens July 15. Access the CSDCAS Portal.
3. Official Transcripts — All official transcripts must be sent directly to CSDCAS. Follow the instructions in the CSDCAS portal to ensure your transcripts are received by the application deadline.
4. Application Deadline — All materials must be received by CSDCAS by January 15. Applicants are responsible for ensuring this deadline is met; materials received after January 15 will not be considered, and incomplete applications will not be processed.

Application Materials

The following materials must be submitted through the CSDCAS portal:

• Official transcripts from each university attended
• Responses to written prompts in the application
• Three letters of recommendation
• A curriculum vitae (CV) or résumé outlining academic, work, and service experiences

Applicants who accept an offer of admission will be required to provide documentation of 25 supervised clinical observation hours prior to the start of the program.

Additional Information for International Applicants

Foreign transcripts must be evaluated by a National Association of Credential Evaluation Services (NACES) member organization, such as World Education Services (WES). View the list of NACES member evaluators.

All applicants must demonstrate reasonable proficiency in English, which may be assessed through a written response and/or a personal interview. This requirement applies particularly to applicants whose primary language is not English.

The MA in Speech-Language Pathology program takes a holistic approach to admissions, evaluating each applicant across three areas: experience, written communication, and letters of recommendation.

Experience

We look for applicants who have engaged meaningfully with the world beyond the classroom. This includes leadership experience in any setting—whether in a formal organizational role or a workplace context—as well as employment history that demonstrates reliability and sustained commitment. We are particularly interested in clinical observation hours: time spent observing or directly supporting licensed SLPs across a variety of settings (schools, hospitals, private practice, etc.). Breadth of exposure matters as much as total hours. Research experience, volunteer work, and other significant experiences—such as military service, study abroad, or work as a student athlete—are also considered. We recognize that applicants come from a wide range of circumstances, and we evaluate experience with that context in mind. An applicant who accumulated clinical observation hours while working full time, for example, may demonstrate exceptional intentionality and commitment.

Written Communication

Applicants respond to written prompts as part of the CSDCAS application. We evaluate these responses for writing quality, clinical motivation, and alignment with the program's mission. Strong responses go beyond general statements of interest—we look for specific, reflective engagement with the field, including named experiences and evidence that the applicant understands what SLPs actually do. We are also interested in how applicants connect their background and goals to the program's core values, which include evidence-based practice, interprofessional collaboration, and commitment to the communities they will serve. A polished writing style is valued, but it does not substitute for genuine clinical insight and self-reflection.

Letters of Recommendation

We require three letters of recommendation, preferably from individuals who can speak to the applicant's academic abilities, professional behaviors, or clinical potential. Letters that provide specific, concrete examples of an applicant's strengths carry more weight than general praise. At least one letter should come from a faculty member in communication sciences and disorders or from a licensed SLP who has directly supervised the applicant.