Master of Science in Speech-Language Pathology

Curriculum

The curriculum is designed to complement the natural progression of student learning throughout the program. Programming has been specified to focus on disorders most commonly seen in medical speech-language pathology (i.e., dysphagia and aphasia), while providing high-quality content and experiences across the scope of practice. By the end of the first year, students have completed coursework in all major disorders, with the remainder of the program focusing on specialized areas, research, and further development of clinical skills.

Our program incorporates best practices in clinician training common in other medical and allied health fields that are not commonly part of speech-language pathology training programs. In each course with clinical content, students are assessed on their knowledge, competencies, and clinical skills. To help students further develop their clinical skills, there are clinical rotations each semester. Each clinical rotation is paired with a didactic course to help students focus on specific skills and knowledge to ensure a thorough education and maximize their clinical experiences.

In addition to clinical rotations, one of the program’s core designs is to emphasize active learning in the classroom. Examples of active learning include case studies, role playing, small and large group discussion, practice of clinical skills, and debates. These activities ensure that students are engaged in practicing and refining their clinical skills throughout the entire curriculum, not just in a clinical setting. Active learning is commonly used in graduate education, which we incorporate into our curriculum.

Clinical Education

The program’s mission, vision, and guiding principles are rooted in the clinical preparation and training of SLPs. Our curriculum is uniquely designed to follow extant research and best practices. Each semester, beginning in the first semester, our students participate in a clinical experience spanning a broad spectrum of patients and settings. During students’ first semester, they are introduced to the adult acute care setting at the MUSC hospital. Every subsequent semester, students participate in a wide range of clinical experiences, which gives them many opportunities to be immersed in all aspects of patient care.

Each student’s participation in clinical activities is carefully coordinated by the program director, assistant director of Clinical Education and the supervising clinical educator.

Each clinical experience is paired with didactic/academic coursework that aligns with the clinical setting for the first four semesters. The intentional design of the academic coursework allows program faculty to define the optimal clinical learning experiences for each student depending on their interests and progression with both occupational and professional competencies. This integration between academic and clinical education allows students to make important connections between the classroom and the real-world clinical application.

Sample Clinical Rotations

The hours listed below are estimates of supervised clinical experiences in each semester. By the end of the program, all students must have earned a minimum of 400 total clinical hours.

• Semester 1: One day per week for five weeks; adult acute/inpatient with MUSC Health
• Semester 2: One day per week for seven weeks; adult inpatient or outpatient with MUSC Health or local facility (i.e., rehabilitation clinic, skilled nursing facility, home health, telehealth)
• Semester 3: One day per week for the entire semester; pediatric outpatient (i.e., early intervention/Babynet, home health, private practice, telehealth, outpatient clinic)
• Semester 4: Two days per week for the entire semester; school
• Semester 5: Two to four days per week; student interest anywhere in the country (adult/pediatric, inpatient/outpatient, school)
• Semester 6: Full-time between 30 and 40 hours per week, depending on the clinician’s schedule; full-time externship anywhere in the country

CARES Therapy Clinic

The Community Aid Relief, Education, and Support (CARES) Therapy Clinic is a student-run, pro-bono clinic offering physical, occupational, and speech and language therapy services to uninsured and underinsured individuals in the Charleston, South Carolina, community. Under the supervision of licensed speech-language pathologists, students work with clients on deficits in receptive and expressive language, motor speech, cognitive communication, and swallowing disorders. Clients visiting the clinic may have had a stroke, brain injury, hearing loss, developmental delays, a cleft palate, or cerebral palsy.

Become a Clinical Educator

Clinical educators serve an essential role in the education of our students. You can help prepare future speech-language pathologists and make a difference in our profession. The Division of Speech-Language Pathology is always looking for new opportunities to provide clinical education for our students. We are currently seeking clinical educators for all settings, including adult and pediatric medical placements in acute care, inpatient rehabilitation, hospital outpatient centers, skilled nursing facilities, home health, early intervention, as well as private practices and schools.

Serving as a clinical educator not only supports the next generation of health professionals but also comes with valuable personal and professional benefits, including:

• Free clinical supervision CEUs through Council of Academic Programs in Communication Science and Disorders (CAPCSD)
• Opportunity for adult medical CEUs through our biweekly rounds and other CEUs offered through the program
• Consultation with faculty on complex patient problems or involvement with research projects in the division

Clinical Educator Resources

• Calipso: Step-by-step instructions for educators
• American Speech-Language-Hearing Association (ASHA)
• Clinical Education and Supervision (ASHA)
• Required ASHA CEUs for Clinical Educators

Research Opportunities

Our program includes specifications grading (pass/no pass/high pass). The High-Pass option gives students the opportunity to go beyond the standard curriculum and immerse themselves in a topic or research area that sparks their passion. Through in-depth exploration and scholarship, students not only deepen their own expertise but also share their findings with peers and faculty—sparking conversation, collaboration, and fresh avenues for learning across the program.

Prerequisites

* General Education coursework must be completed with a grade of 2.0 (C) or higher on a 4.0 scale. More specific information about courses that will satisfy these requirements may be found on ASHA’s website.

† CSD coursework must be completed with a grade of 3.0 (B) or higher on a 4.0 scale.

Additional Notes

• We do not accept credit for experiential learning for prerequisite credits.
• Dual enrollment courses and Advanced Placement (AP) courses are accepted for prerequisite credits so long as the course/credit appears on your college transcripts.
• Prerequisite courses must be fulfilled by separate individual courses.

Frequently Approved Prerequisites

Before applying, it's essential to ensure that any prior coursework meets the admissions requirements. MUSC provides a helpful reference list of frequently approved prerequisite courses to guide you in understanding which classes may satisfy your program's requirements. To explore the list, visit our Frequently Approved Prerequisites page.

Application Process

The following process outlines how and when your materials will be reviewed.

1. Submit the CAPCSD Communication Sciences and Disorders Centralized Application Service (CSDCAS) application as early as possible. After fee payment and official transcripts are received, it usually takes four to six weeks to process and verify the application. The application must be verified by the application deadline to be eligible for review.
2. Complete the MUSC application.
3. Once both applications are complete and the CSDCAS application has been verified, your application will be reviewed. Selected applicants will be contacted for an interview.
4. Applicants who are invited to join the program will receive a letter of acceptance from the dean of the College of Health Professions by the end of March, with classes beginning in August.

Application Requirements

1. CSDCAS Application: The following materials must be submitted through the CSDCAS application. You do not need to send any of the following information directly to MUSC.
   1. Completed application
   2. Letters of recommendation: All applicants must provide three references from professors or advisors who know you and your abilities. One professional reference from an employer is acceptable if you have been out of school for several years. References from family or friends are not accepted.
   3. Official transcripts from all institutions attended
   4. Responses to program-specific questions: All applicants must submit responses to the program-specific questions provided within the application.
   5. Prerequisite completion plan: Plans for completing prerequisite coursework and observation hours if not complete the time of application.
   6. Resume: Applicants must provide an updated resume detailing relevant academic and professional experience.
   7. SLP observation hours documentation: Applicants who have not completed 25 observation hours are welcome to download and use the MUSC Guided Observation Log.
2. MUSC Application: All applicants must submit an MUSC application. Only the application is needed. You are not required to resubmit any supporting materials to MUSC, such as transcripts, references, or essays.

All information above must be received by the deadline to be considered for admission to the program. Without all materials, applications will be incomplete. It is the applicant's responsibility to review the progress of their application to ensure that all application materials have been submitted. Applicants are responsible for reviewing the progress of their CSDCAS application on the CSDCAS website.

International Applicants

Currently, MUSC’s MS-SLP program only accepts applications from U.S. citizens, permanent residents, or those holding other valid nonimmigrant visa classifications that allow participation in lawful study while in the United States. We are unable to accept international students that require I-20 issuance.

Cost of Attendance

Disclaimer: The Estimated Total listed above reflects an approximation of educational costs for planning purposes only. Actual expenses may vary based on individual circumstances, program requirements and annual changes in tuition, fees and other costs. The Medical University of South Carolina reserves the right to adjust tuition, fees and other charges at any time without prior notice.

Scholarships

MUSC offers scholarships for which you may be eligible. Some are awarded based on academic achievement; others are awarded based on community service, for example. However, the majority of scholarships awarded at MUSC are based on financial need. This means that these scholarships are only awarded to students who need some financial assistance to cover the cost of tuition and fees. If you would like to be considered for a financial need-based scholarship, you must have an up-to-date Free Application for Federal Student Aid (FAFSA) on file. Make sure you list the Medical University of South Carolina on your FAFSA form, along with MUSC's code: 003438. We encourage you to submit your FAFSA as early as possible. It is recommended to submit your FAFSA in January if you plan to enroll in the fall.

Click here to visit our scholarship application system to view a complete listing of MUSC scholarships.

Praxis Pass Rates

The table below provides the associated number of students that took the Praxis examination and pass rate for each year within the expected period.

Note: The Praxis examination reporting period is the testing year or examination cycle, not the year of graduation for test-takers. The data for each reporting period may include test-takers who graduated from the program within the prior three years.

Competencies

Upon completion of the MS-SLP program, graduates will be able to:

• Provide high-quality services within the scope of practice of speech-language pathology.
• Embed culturally responsive practices to individuals from all backgrounds, family members, caregivers, and members involved in care.
• Foster the well-being of those we serve with humility and dignity.
• Apply sound problem-solving, critical thinking, and clinical reasoning skills to patient/client diagnosis, treatment, and management.
• Work in a collegial and collaborative manner with professionals when supporting clinical practice, research, and learning opportunities in speech, language, swallowing, and cognitive-communication disorders across the lifespan.
• Develop and implement quality control measures and individualized data-based methods to ensure that SLP services are evidence-based.
• Adhere to the Code of Ethics of the American Speech-Language-Hearing Association (ASHA).
• Adhere to legal principles and institutional practices applicable to clinical and research practice.

Vision

To be the preeminent leaders of the field of speech-language pathology.

Mission

The program will engage in curious and innovative discovery that advances clinical care, provides students with a research-based education that fosters clinical excellence, lifelong learning, and unwavering professionalism, and advocates for person and family-centered care to empower individuals and their communities.

Values

At the core of our program, we are guided by a commitment to the following principles and include them in all aspects of decision-making and implementation.

• Humanism (community, collegiality, collaboration, and dignity)
• Commitment to learning (critical inquiry and personal responsibility)
• Social responsibility
• Leadership
• Excellence in clinical practice
• Innovation and creativity