FAQs

How do I apply?
New matriculants are seated only once a year, being accepted for the fall semester following application deadline. There is no admission for the Spring semester. The application deadline is February 1^st for matriculant student status. After February 1^st, any application that is incomplete will not be reviewed for admission by the Admissions Committee of the Department of Speech-Language Pathology and Audiology.

Admissions to matriculate is now an electronic process. Contact the Hunter College Graduate Admissions Office. For GRE testing information, call the Princeton Testing Center (609) 771-7670. The general GRE section is required for admission.

When submitting an application for matriculant admission, indicate the appropriate curriculum Speech Lang Path-MS by specifying the appropriate code number (561) on the coversheet of your application.

Acceptance as a matriculated student into the MS curriculum is determined by the Department's Admission Committee. The process weighs each applicant's credentials collectively in a competitive pool. The number of matriculant student slots that become available each year as current program students graduate determines the number of new matriculant students accepted annually. The increased number of applications for matriculation within recent years has made the admission process highly competitive.

I have special needs. Will the Department be able to accommodate me?
The Department of Speech-Language Pathology and Audiology, as the rest of Hunter College, encourages students to utilize the services offered by the Office of AccessABILITY.

As educators, we have the obligation to accommodate as best we can those in our program who are physically challenged. Still, part of becoming a professional is learning how to create your own strategies to successfully accomplish tasks that are challenging to you; we teach students the foundations of the field and offer them tools to help develop skills in which they may successfully perform in the clinical arena by themselves.

Will my special needs be accommodated at my externship placements?
This is a very serious question as the Department of Speech-Language Pathology and Audiology cannot force the hand of an off-campus facility to accept a student; it is the site's prerogative to take who they want (and when they want). An externship site's primary focus is serve its client population; they cannot be expected to jeopardize client safety and welfare by a student who cannot meet the site's needs or standards. We do not guarantee to any student externship placement - the final decision to accept a student comes from the site and if the student can accommodate the site's needs, not the reverse.

What are the physical expectations of someone going into speech-language pathology?
There are no standards of expectations for physical requirements of a speech-language pathologist in graduate school. It is important to know, however, that a future practicum setting and/or an employer may have physical requirements described in their work-duty responsibilities. Here are portions of two job descriptions outlining the physical needs for a position that could profile a speech-language pathologist:

Activity: Sedentary
Be able to lift maximum of 10 pounds; occasionally lifting and/or carrying generally light items such as large books, toys, chairs. This job requires approximately 50% time sitting, but also requires varying degrees of walking and standing.

Weight Bearing: Light
Be able to lift maximum of 20 pounds; lift and carry items weighing up to 10 pounds and/or awkward sizes such as mats, maneuver wheelchairs. This job requires significant amount of standing and walking but does involve sitting, pushing, pulling using leg and arm controls.

Where is the Department of Speech-Language Pathology and Audiology located?
The Department offices are on the 9th floor of the West Building and the Hunter College Center for Communication Disorders is in Room N133 of the North Building, both at the Brookdale Health Sciences Campus of Hunter College. The campus is handicap accessible.

Located on 1st Avenue and East 25th Street, the Brookdale Health Science campus is centered around many health-related institutions in the immediate area including the Manhattan VA Medical Center, ICD, NYU Dental School, City Medical Examiner's Office, Bellevue Hospital, NYU Medical Center, Rusk Institute, Beth Israel Medical Center, and NY Eye and Ear Infirmary.

Entry to the campus is at 425 East 25th Street, between 1st Avenue and the FDR Drive.

A valid picture ID is required to enter the campus.

What bus or subway do I take to campus?
Public transportation is readily available to the Brookdale campus via MTA bus (M2, M16, M21, M23) and Express bus service to the other boroughs (x2, x5, x14, x37, x38, x42). The closest subway stops are on the IRT #6 line stopping at East 23rd or East 28th Streets.

I have a car, is there parking available?
The Brookdale campus does not have its own parking garage. Street parking, though available, can be difficult to find and is most often metered. There are several parking garages in the neighborhood offering a wide range in prices.

Are there bike racks on campus?
Yes! The campus has adequate racks for bicycles at the entrance to the campus building. There are several Citi Bike dock stations in the vicinity of the Brookdale campus, with the closest one on the same corner as the campus gate. Citi Bike also has docking stations on East 25th Street at First Avenue and Second Avenue.

When can I drop by for a visit?
Visits from prospective students are welcome, however arriving without a previously arranged appointment may not permit time to adequately review with someone what the Department of Speech-Language Pathology and Audiology has to offer. Please be respectful of faculty commitments and time by making an appointment and giving advance notice of a request to visit our campus and facilities.

Please be aware that the Department of Speech-Language Pathology and Audiology offices and clinic are usually closed Fridays, semester breaks, and legal and religious holidays (e.g., Thanksgiving, Christmas week, Easter/Passover week, etc.).

What financial aid is available?
A limited amount of financial aid is available for full-time study. Some students receive stipends as part of federal training grants to the Department of Speech-Language Pathology and Audiology. Others receive partial college tuition waivers or are awarded special scholarships; research and teaching traineeships, or students may qualify for College work-study programs. Additionally, federal loans are available for all qualified students and the New York State Tuition Assistance Program is available for qualified state residents. Students in need of financial aid should apply directly to the Financial Aid Office of Hunter College (212) 772-4820.

Does Hunter College offer student housing?
Unfortunately, housing for graduate students is not available through the college.

Will non-US degrees be accepted?
When applying to Hunter College's master of science degree in the Department of Speech-Language Pathology and Audiology, the criteria for admissions are the same no matter where you undertook undergraduate work. Through the Graduate Admissions Office, you will need to find out what courses and grades are the US equivalents. Native speakers of a language other than English must take the Test of English as a Foreign Language (TOEFL) examination.

I am speech-language pathologist in my native country and need courses to get a New York State license. How do I go about applying?
Unfortunately, at this time the Department does not have a mechanism which allows unlicensed speech-language pathologists to take courses which will enable them to apply for a New York State license or ASHA certification. Every applicant wishing to matriculate into the Department's curriculum must successfully fulfill the degree requirements before the Program Director can sign off on applications for NYS State License or ASHA certification.

What is expected of me in this program?
Students admitted to Hunter College's program in speech-language pathology have passed a number of hurdles to become matriculated as the admissions process is extremely competitive. Expectations of students enrolled in the program are high: excellent academic performance by participating in class, doing well in exams and papers with minimum of B grade in all classes, and, establishing solid clinical competencies. Critical thinking and every type of question is encouraged as faculty look forward to ongoing dialogues about all topics related to speech-language pathology and its sister field, audiology. Students are expected to enthusiastically "step up to the plate" and actively participate in all activities organized by the department.

I have financial obligations. Will work interfere with my studies?
The Department of Speech-Language Pathology and Audiology recognizes the challenges of balancing academic work and financial obligations when studying for a higher degree. The curriculum is difficult and rigorous, and students are advised to make appropriate plans when attempting to successfully complete this two year master's degree. Many students work part time while attending the full time program and they would be wise to investigate financial aid opportunities.

Can I take other courses outside of the curriculum?
To ensure academic performance is not compromised, the Department of Speech-Language Pathology and Audiology will not permit any student to enroll for more credits than designated by the curriculum. In order not to delay confirmation of the MS degree, courses needing to satisfy graduation such as pre-requisites should be completed during the summer semesters when coursework is lighter, or any opportunities for coursework that may arise during winter breaks.

What pre-requisite coursework will I need to apply as a degree student?
The following lists the coursework necessary to apply to the COMSC Program.

Will my application be reviewed if I'm missing credits?
Applications missing credits may be reviewed depending on the number and type of courses needing to be fulfilled. Due to the highly competitive nature of the admissions process, applicants are advised to have completed the 15 credits of pre-requisite courses in the Communication Sciences field. Pre-requisite courses that are in progress may necessitate review of the applicant's file at a later date in the admissions process.

Does Hunter College offer pre-requisite coursework?
As of summer 2022, we will be offering Communication Sciences coursework in a specific order. That means, the courses are only offered once a year only during certain semesters. Here's the breakdown:

Foundations Courses (Pre-requisites) in Speech-Language Pathology (To register for these courses, you must follow the instructions at this Hunter College webpage. Please be aware that these courses are only offered once a year as listed above.)

• Summer Semester
  • COMSC 620 Introduction to Speech Language Pathology
    Introduction to organic and behavioral correlates of human communication; its development and disorders. The influence of culture, heritage, and socioeconomic status on the disorders of voice, articulation, fluency, and language.
  • COMSC 640 Introduction to Audiology
    Etiology and pathology of hearing disorders, basic properties of the auditory stimulus: measurement of pure tone thresholds by air and bone conduction. Overview of the audiologist in diagnosis and management of hearing disorders.
• Fall Semester
  • COMSC 615 Speech and Its Production - Anatomy & Physiology of the Speech and Hearing Mechanisms
    An overview of the structure of speech and the basic mechanisms involved the production of speech sounds; a foundation for a more in-depth study of speech science and its application to clinical practice in speech-language pathology and audiology; structure and organization of the ventilatory, laryngeal, supralaryngeal and orofacial mechanisms; issues in basic speech acoustics and perception.
  • COMSC 604 Introduction to Language Science
    An introduction to the relationship between language and communication. Topics include components of the linguistic system, relationship between verbal and non-verbal communication, artificial language, language acquisition and second language learning.
• Spring Semester
  • COMSC 607 Phonetics of American English
    Phonetic features of oral American English and dialectal variations of American English and non-native English speech.

What is a "conditional" acceptance?
Should an applicant be missing 6 credits of coursework, not including those in progress, a conditional acceptance may be extended to the student. Those students starting the curriculum with conditions must complete them by the end of the summer of the first academic year.

What is "accreditation"?
The term accreditation refers to an organization's status relative to its satisfying professional measures of a scrutinizing agency. Specific to Hunter College's graduate program in Speech-Language Pathology, we hold accreditation that is current from 2018-2026 as granted by ASHA's Council on Academic Accreditation (CAA). We anticipate out next site visit will be at the end of our current cycle in 2026. If you would like to verify our accreditation status, click here: CUNY, Hunter College.

What is "professional licensure"?
Every state has its own laws regulating how professionals work called licensure or registration. These statutes are invoked to protect its citizens and professionals must meet specific requirements when applying to work in any state. Working in any state without a license based there, usually constitutes a violation of law and ethics, with some type of penalty being leveed against the violator.

What is certification?
Professional organizations often choose to set a national standard of practice to which every member is held. Speech-Language Pathologists may apply for ASHA certification as it is a voluntary, nationally recognized credential. Because certification is voluntary, there are no penalties for professionals who do not obtain it.

When I graduate, will I get a license and certification?
After successfully completing the requirements to earn a master's degree in Speech-Language Pathology, you will be able to look for a job and then apply for a license in the state in which you work, and, ASHA certification. Before ASHA and the state offer you the appropriate credentials, you must first pass the PRAXIS examination and complete a 9-month post-graduate clinical fellowship year (CFY). See the FAQ on TSSLD for information about New York State teacher certification which is required to work in schools.

When can I get advisement?
The Department of Speech-Language Pathology and Audiology offers a Prospective Student Informational Session (aka, Open House) typically in Fall semester. Typically these information sessions address the interests of prospective students so they can learn more about the M.S. degree curriculum and have their individual questions answered by a faculty member. Check the homepage of the department's website for updated information about these sessions.

In addition, the department holds Virtual Office Hours typically on the first Wednesday of every month except January and August. See the department's homepage for the upcoming schedule.

As a matriculated student, when am I assigned an advisor?
All first year students are assigned an advisor at the beginning of their first semester. Advisors are faculty members experienced with college and program policies, procedures, and graduate education. All students must meet at least twice each semester with their respective advisors.

Can I transfer credits towards my master's degree?
Transfer of credit towards the degree requires advisor and Program Director's permission. Faculty will determine whether the requested transfer course is equivalent to the one offered in the Department of Speech-Language Pathology and Audiology's curriculum. A maximum of 12 credits of graduate course work can be approved for transfer. Only courses taken within the five years prior to review will be considered.

Matriculated students must obtain their advisor's and Program Director's permission to take off-campus courses prior to enrolling in the desired course. The Department of Speech-Language Pathology and Audiology does not accept transfer of experiential/contact clinical hours obtained at an undergraduate level, nor at a masters level from another program.

Brightspace is a web-based learning management system, which provides instructors with tools for organizing and designing virtual classroom space. Please follow the links below for more information about Brightspace:

What is clinical practicum?
The clinical practicum experience can be broken down into two parts: direct clinical observation and direct clinical experience.

What is Direct Clinical Observation?
Per ASHA requirements, all students must complete 25 hours of direct observation in speech-language pathology. The Department of Speech-Language Pathology and Audiology expects the student to complete a variety of observation of clinical work in adults and pediatrics, evaluation and treatment in language, articulation, fluency, voice, dysphagia, cognition, pragmatic skills, hearing and augmentative/alternative communication. Observation hours may be obtained from an undergraduate communication sciences program, although once matriculated, all students are given the opportunity to broaden the variety of hours. The 25 hours of observation are not an admission requirement.

What is Direct Clinical Experience?
Clinical experience is one of the key components of the Department's curriculum. Students apply theory learned in the classroom, to practice in several clinical settings and graduate with at least 375 hours of "hand on" experience.

Settings for these experiences are spread throughout the NY Metropolitan area, offering students the opportunity to develop knowledge and skills in areas involving many populations across the lifespan, at medical and/or educational facilities.

When do I start practicum?
Students have the option of commencing an on-campus practicum experience during the fall of the first year while taking COMSC 720, Introduction to Clinic. This initial experience is meant to familiarize students with the treatment processes helping to ease them into the clinical arena. If the student so elects to start in the fall, she or he will be assigned a caseload of working with a clinical educator and one client. No matter what the student's background is, the clinical educator models treatment modalities offering readings necessary to work with the assigned client's disorder(s). This model of working with students has been very successful in preparing students for spring clinic especially for those seeking a "visual learning" experience which parallels COMSC 720.

What are the "essential functions" of a student of Speech-Language Pathologist?
To work in the field of Speech-Language Pathology, there are expectations the clinician possesses basic abilities and even traits such as compassion, empathy, resourcefulness, independence, and patience. In 2006, the Council of Academic Programs in Communication Sciences and Disorders unanimously moved to establish that "clinical intervention requires essential functions in the areas of sensory, motor, cognitive, and interpersonal abilities... it is important that students contemplating study for entry into the profession understand that they be able to demonstrate these essential functions."

The Department of Speech-Language Pathology and Audiology seeks to train and prepare future clinicians by ensuring they have acquired solid foundations of knowledge and skill, and, maintain these essential functions. Students enrolled in the Department curriculum must demonstrate throughout the program the development of academic and clinical competencies, so that upon graduation, they may seek employment. The Department not only seeks students meeting high academic standards, but also those with appropriate interpersonal skills and traits consistent with others in the health care industry.

In order to acquire the knowledge and skills requisite to the practice of speech-language pathology to function in a broad variety of clinical situations, and to render a wide spectrum of patient care, individuals must have skills and attributes in five areas: communication, motor, intellectual-cognitive sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state licensure and national certification. Many of these skills can be learned and developed during the course of the graduate program through coursework and clinical experience. The bold items, however, are skills that are more inherent and should be present when a student begins the program.

Communication: A student must possess adequate communication skills to:

• Communicate proficiently in both oral and written English language.
• Possess reading and writing skills sufficient to meet curricular and clinical demands.
• Perceive and demonstrate appropriate non-verbal communication for culture and context.
• Modify communication style to meet the communication needs of clients, caregivers, and other persons served.
• Communicate professionally and intelligibly with patients, colleagues, other healthcare professionals, and community or professional groups.
• Communicate professionally, effectively, and legibly on patient documentation, reports, and scholarly papers required as a part of course work and professional practice.
• Convey information accurately with relevance and cultural sensitivity.

Motor: A student most posses adequate motor skills to:

• Sustain necessary physical activity level in required classroom and clinical activities.
• Respond quickly to provide a safe environment for clients in emergency situations including fire, choking, etc.
• Access transportation to clinical and academic placements.
• Participate in classroom and clinical activities for the defined workday.
• Efficiently manipulate testing and treatment environment and materials without violation of testing protocol and with best therapeutic practice.
• Manipulate patient-utilized equipment (e.g., durable medical equipment to include AAC devices, hearing aids, etc.) in a safe manner.
• Access technology for clinical management (i.e., billing, charting, therapy programs, etc.).

Intellectual/Cognitive: A student must possess adequate intellectual and cognitive skills to:

• Comprehend, retain, integrate, synthesize, infer, evaluate and apply written and verbal information sufficient to meet curricular and clinical demands.
• Identify significant findings from history, evaluation, and data to formulate a diagnosis and develop a treatment plan.
• Solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic and therapeutic plan and implementation.
• Self evaluate, identify, and communicate limits of one’s own knowledge and skill to appropriate professional level and be able to identify and utilize resources in order to increase knowledge.
• Utilize detailed written and verbal instruction in order to make unique and dependent decisions.

Sensory/Observational: A student must possess adequate sensory skills of vision, hearing, tactile, and smell to:

• Visually and auditorily identify normal and disordered (fluency, articulation, voice, resonance, respiration characteristics, oral and written language in the areas of semantics, pragmatics, syntax, morphology and phonology, hearing and balance disorders, swallowing cognition, social interaction related to communication).
• Identify the need for alternative modalities of communication.
• Visualize and identify anatomic structures.
• Visualize and discriminate imaging findings.
• Identify and discriminate findings on imaging studies.
• Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests.
• Recognize when a client’s family does or does not understand the clinician’s written and or verbal communication.

Behavioral/Social: A student must possess adequate behavioral and social attributes to:

• Display mature empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.
• Recognize and show respect for individuals with disabilities and for individuals of different ages, genders, race, religions, sexual orientation, and cultural and socioeconomic backgrounds.
• Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and university and federal privacy policies.
• Maintain general good physical and mental health and self care in order not to jeopardize the health and safety of self and others in the academic and clinical setting.
• Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health).
• Manage the use of time effectively to complete professional and technical tasks within realistic time constraints.
• Accept appropriate suggestions and constructive criticism and respond by modification of behaviors.
• Dress appropriately and professionally.

Will the COMSC Program help me find a job after graduation?
Students are prepared for job searches, resume writing and interview skills early during their final semester's seminar. The Department of Speech-Language Pathology and Audiology alerts all students equally about known employment availabilities, but it does not endorse any job opportunity. It is best for the graduate to explore her or his own professional goals and employment.

How can I arrange to observe speech-language pathology clients and services at the Hunter clinic?
Hunter's clinic is the hub of clinical activities at the Brookdale campus, with clients being served, students and supervisors working together to see clients, and students preparing for clinical activities. Because of privacy and liability policies, only students matriculated in the Department of Speech-Language Pathology and Audiology, and of them, only students enrolled in COMSC 720 and holding liability insurance, may do observations here.

Will my 25 hours of observation I completed as an undergraduate be accepted at Hunter?
Many students come to Hunter having completed 25 hours of observation in speech-language pathology, however they are often concentrated in just one or two areas of practice, e.g., pediatric articulation in a school, or autism treatment at specialized center, or cochlear implants, etc. The Department of Speech-Language Pathology and Audiology's philosophy is to ensure students have a broad exposure across the lifespan, from culturally and linguistically diverse populations with various communication disorders and disabilities. Matriculated students will be required to submit proof of the 25 hours of previous observation, but students should also be aware that the Department may require further observation in order to comply with its philosophical mission of a broadened experience.

What should the breakdown of my observations include?
Students are encouraged to observe speech-language pathologists at work in a variety of settings: schools, hospitals, clinics, nursing homes, early intervention sites, home care, private practices, etc. Further, students should ensure they observe adults and children receiving evaluations and treatments. The observed communication disorders should include these four areas: language, articulation, fluency, and swallowing. Additionally, at least two of the following areas as well: voice, hearing, cognition, social skills, augmentative communication. Students matriculated in the Department curriculum presenting only a letter stating they completed 25 hours of observation will be required to document, in narrative form, the types of clients, communication disorders they observed and amount of designated time for each observation.

Are there research opportunities for COMSC students?
Students are encouraged to develop interests in research activities helping them to become critical thinkers in the field of Speech-Language Pathology and applying evidence-based practice in the clinical arena. Opportunities vary, running from class projects, to development of research posters, to assisting faculty in their own research. COMSC students have presented their work at ASHA's annual national convention, New York State's annual meeting, and through interdisciplinary research days sponsored by Hunter College.

What technologies are available for student learning?
Classrooms
"Smart" classrooms and "enhanced" classrooms are the norm throughout Hunter College including the Brookdale campus. For a listing of each classroom at Brookdale and the technology it has been assigned, click here Audio-visual support services.

Resources
Audio-visual support services are extensive at the Brookdale Health Science campus. Advanced technological features enable instructors to use multiple media and viewing devices for teaching as well as quickly access live internet sites during class. Many classrooms and labs have wireless internet availability and there are several computer-based labs on the campus accessible to students.

The Health Professions Education Center, located on the mezzanine level of the West Building at Brookdale, maintains an extensive library of videos. In addition, the media center offers students use of computers for technology-based instruction.

The Health Professions Library, located on the second floor of the West Building at Brookdale, has collections supporting the academic and research needs of the campus as well as its own computer lab.

Hunter College makes use of Brightspace LMS which allows for postings, discussions, uploading and downloading of files, communication, and information sharing, per registered class. It is left to each course instructor's decision as to what extent Brightspace is used. The Department encourages full-time and adjunct faculty to take advantage of Brightspace's features.

Finally, COMSC's clinic, the Hunter College Center for Communication Disorders, engages technology as a teaching tool in the clinic via secure dvd recordings, computer access, voice analysis equipment and real-ear hearing aid measurement. COMSC frequently takes advantage of available funding such as NY State Graduate Research Technology Initiative (GRTI) grants and Teaching Technology grants.

Recent technology upgrades to COMSC's clinic include:

• iPads
• Digital video recording/monitoring systems (monitoring, treatment and conference rooms)
• 46" flat screen monitor (conference room)
• Kay Elemetrics CSL (voice lab)
• Quest Sound Level equipment (booths)
• Intelligent Hearing Systems (ABR)
• HD Video Cameras (treatment rooms)
• Sennheiser HD headphones (monitoring room)
• HIPAA-compliant student review equipment (monitoring room)

What is the TSSLD?
The certificate, Teacher of Students with Speech and Language Disabilities (TSSLD) is required by New York State (NYS) for speech-language pathologists wishing to work with school-aged children in a school setting. The certificate is also necessary for individuals working in facilities receiving funding from the Department of Education.

To earn this certification, do I take extra courses?
The Speech Language Pathology MS curriculum is embedded with all coursework and externships necessary to finalize New York State teacher certification after graduation.

I am moving out of state after graduation. Will my teacher certification be transferable?
The MS degree curriculum is designed to meet New York State teacher requirements. Check with the Department of Education of the state you are moving to, in order to see their requirements. If another state has teacher certification requirements, the Department's curriculum will have you well-prepared.

Am I required to take these courses even if I want to work in a hospital?
First, there are some hospitals that require their speech-language pathologists hold the TSSLD because they may receive NYS funds for special children's programs. It's also advisable to keep your professional options open. Students are not required to apply for the certification after graduation, however, the curriculum is embedded with the necessary NYS courses; students cannot opt out of them.

How do I find out more about New York State Teacher Certification?
Requirements for the TSSLD are outlined by the New York State Education Department's Office of Teaching Initiatives.