CD Graduate Program FAQs
- Is the program accredited?
- Does Emerson specialize in any disorder or age group population?
- What sets Emerson apart from other master’s degree programs in communication disorders?
- May I start the graduate program in January or in summer school?
- Is it possible to complete the graduate degree on a part-time basis?
- How long will it take to complete the degree?
- How do Emerson students perform on the national Praxis examination?
- How can I qualify for the license from the Massachusetts Department of Elementary and Secondary Education?
- What proportion of the students who enter Emerson’s CD program graduate?
- What is the post-graduate employment rate for your master's degree students and where do they work?
- Who do I contact if I have a concerns or complaints about the program?
The master's program in speech-language pathology at Emerson College is accredited by the Council on Academic Accreditation (CAA) in Speech-Language Pathology of the American Speech-Language-Hearing Association (asha.org), and has been since 1980.
The program is also a Massachusetts Department of Elementary and Secondary Education–approved program for the preparation of Teachers of Students with Speech, Language and Hearing Disorders (all levels, pre-K through 12).
Our goal is to prepare generalist clinicians who can successfully work with the entire range of disorders and differences across the lifespan. The coursework and clinical practica in our program provide rich opportunities for students to acquire strong clinical skills with children and adults having communication disorders and differences. Some students choose to develop a more specialized expertise through a combination of elective seminars, work with particular client populations, and/or participating in research projects.
There are a number of ways in which we feel that our academic and clinical programs reflect something special.
We create a vibrant learning community through our emphasis on collaboration among students and faculty, opportunities for group learning and mutual assistance and support. We believe this promotes a strong foundation for a life-long network of friends and colleagues.
We approach clinical work with a family-centered philosophy. This means family members and other caregivers are considered integral members of the assessment and treatment team. In the Robbins Center, families and other caregivers work closely with our students and faculty in setting and attaining therapeutic goals.
Clinical work and academic instruction are closely linked at Emerson. The faculty are scholars as well as clinicians. We continually infuse the presentation of theory with examples from our own clinical practices. Our program promotes students’ ability to apply a core of theoretical knowledge to their clinical practice.
Our approach to graduate education is student-centered. Our faculty are accessible and have an “open door” policy. We are interested in and make an effort to get to know our students individually.
We actively seek student feedback and participation in their education through classroom and clinical interactions, as well as feedback forums for students to ask questions, voice concerns, and make suggestions.
In addition to course and clinical requirements, the learning experience at Emerson is enhanced by regularly scheduled invited scholarly talks, case presentations and specialized elective seminars on current topics.
The Robbins Center is a vibrant on-campus community program that serves a wide range of clinical populations. Our on-campus clinical instruction provides individualized mentorship that facilitates client success and student learning. Throughout the program students have access to a wide variety of clinical opportunities and other resources associated with The Robbins Center.
Our affiliation with more than 100 external sites off campus allows you to develop your skills in a wide range of settings and form relationships with future potential employers.
Graduate students are admitted in September only.
Emerson’s graduate program in Communication Disorders is designed for full-time study. Full-time is typically three academic courses, a clinical methods course, and clinical assignments (practicum).
Ordinarily, those entering with an undergraduate major in Communication Disorders who have completed their 25 hours of observation are able to complete the coursework and clinical requirements for the degree in two academic years and the intervening summer. Others need an additional summer to complete all degree requirements.
The Praxis examination is a national examination administered by ETS (Educational Testing Service), and is taken by our graduates in order to qualify for ASHA certification, as well as licensure in many states.
Over each of the past three years, 100% of our students passed the examination on their first attempt.
|Time Period||# Students Taking Exam||Pass Rate (%)|
|2013 – 2014||37||100%|
|2014 – 2015||41||100%|
|2015 – 2016||38||100%|
(2013 – 2016)
How can I qualify for the license from the Massachusetts Department of Elementary and Secondary Education?
To qualify for the Massachusetts Educator License, students need to complete a school practicum placement, pass the Communication and Literacy Skills Test section of the Massachusetts Tests for Educator Licensure (MTEL), and apply for the license. We strongly encourage all graduate students to become qualified for this credential even if they plan to be licensed in another state. Massachusetts educator license is honored reciprocally in many states. For details, contact Sandy Cohn Thau, the department's program director for educator preparation and licensure.
|Time Period||# Students Completed Program within Expected Time Frame||# Students Completed Later than Expected Time Frame||# Students Not Completing||% Students Completing within Expected Time Frame|
|2013 – 2014||40||0||3||93%|
|2014 – 2015||44||1||1||96%|
|2015 – 2016||38||1||1||95%|
(2013 – 2016)
Close to 100% of our master’s degree program graduates have found Clinical Fellowship positions within three months of starting a search. Many graduates have jobs prior to commencement.
|Period||Employment Rate in Profession|
|Period||# of Graduates||% of Graduates|
|2013 – 2014||40||100%|
|2014 – 2015||45||100%|
|2015 – 2016||38||100%|
|3-Year Average (2013 – 2016)||41||100%|
Formal internal grievance procedures are outlined in the Emerson College Graduate Catalogue. All grievances should be initiated at the departmental level. Those that involve program policies and procedures, degree requirements, requirements for professional credentialing and ethical practice may be forwarded to the Council on Academic Accreditation after appropriate internal channels have been addressed without arriving at a satisfactory resolution. The CAA address is American Speech-Language-Hearing Association, Council on Academic Accreditation, 2200 Research Boulevard, Rockville, MD 20850-3289; phone: (301) 296-5700, extension 3358. This information is also posted in the Grad Room. For more information, those with grievances should refer to http://caa.asha.org/programs/complaints/.