Master of Science in Speech-Language Pathology

The Master of Science (M.S.) education program in speech/language pathology (residential) at Concordia University Wisconsin is a Candidate for Accreditation by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association. This is a “pre-accreditation” status with the CAA, awarded to developing or emerging programs for a maximum period of five years.

Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language Hearing Association
2200 Research Boulevard #310
Rockville, MD 20850
800-498-2071

The CAA has determined that the program demonstrates sufficient compliance with the Standards for Accreditation as outlined in the 2019 Candidacy Compliance Continuum.  As a result the CAA has awarded candidacy for a period of five years beginning 3/1/2019 through 2/29/2024.  Award of candidacy allows the program to matriculate students into the program as it continues to document compliance with accreditation standards for the duration of the candidacy accreditation cycle.

Meet professors, learn about our innovative graduate curriculum, and virtually tour the new state of the art CUW Speech Language and Hearing Clinic.

• Wednesday, September 14, 6:30-7:30pm (Zoom)
• Wednesday, October 19, 6:30pm-7:30pm (Zoom)
• Friday, November 11, 12pm (noon) In-Person Visit Day
• Friday, January 20, 12pm (noon) (Zoom)

Please RSVP using the link below. Provide your name and which date you would like to attend whether it be physical or virtual. We will then send you the Zoom link for that date.

SLP virtual visit day registration

• Bachelor’s Degree in Communication Science & Disorders or equivalent (or a bachelor’s degree in another major and the completion of a CSD leveling program from a regionally accredited institution)
• Minimum 3.0 cumulative undergraduate GPA
• Documented and signed ASHA qualified observation hours
• Ability to perform essential functions of a Speech-Language Pathologist as outlined by CAPCSD
• Consistent and reliable personal transportation is required for all students in order to access required clinical practicum and experience sites.
• Ability to perform essential functions of a Speech-Language Pathologist as outlined by CAPCSD. For more information: https://www.capcsd.org/academic-and-clinical-resources/

The Leveling Program in Speech-Language Pathology (SLP) is nationally recognized as a means of completing the requisite education to prepare a student for graduate study in SLP. The Leveling Program is intended for students who possess a bachelor’s degree in a major other than Communication Sciences and Disorders (CSD) who are interested in qualifying for graduate study in Speech-Language Pathology. The CUW Leveling Program requires interested students to complete 30 credit hours (10 courses) in the CSD major which can be acquired in one-year of study prior to entering a graduate SLP program. Click here to view the leveling program plan of study.

Admissions Process for Graduate School

Applicants to the Master of Speech-Language Pathology program apply through an online service called Communication Sciences and Disorders Centralized Application Service (CSDCAS). To learn more about the CSDCAS application process, prerequisites, CUW’s admission requirements, and admission deadlines, please visit https://csdcas.liaisoncas.com/applicant-ux/#/login.

Application Requirements

• Completed and verified application submitted through CSDCAS. Do not send application materials to CUW.
• All official transcripts leading to your Bachelor’s Degree in Communication Sciences & Disorders or equivalent (or a bachelor’s degree in another major and the completion of a CSD leveling program from a regionally accredited institution)
• Minimum 3.0 cumulative undergraduate GPA
• Personal Essay (not to exceed 1000 words)
  • What has called you to the vocation of speech-language pathology? How is the Master of Science in Speech-Language Pathology program at CUW a good fit to meet your educational and career goals?
• Resume
• Three letters of recommendation preference for at least one letter to be an academic source.
• Documented and signed ASHA qualified observation hours

Contact Us: For additional information, please contact the Graduate Admission Office at graduate.admission@cuw.edu or 262.243.4300.

The Master of Science (M.S.) education program in speech/language pathology (residential) at Concordia University Wisconsin is a Candidate for Accreditation by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association. This is a “pre-accreditation” status with the CAA, awarded to developing or emerging programs for a maximum period of five years.

Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language Hearing Association
2200 Research Boulevard #310
Rockville, MD 20850
800-498-2071

The CAA has determined that the program demonstrates sufficient compliance with the Standards for Accreditation as outlined in the 2019 Candidacy Compliance Continuum.  As a result the CAA has awarded candidacy for a period of five years beginning 3/1/2019 through 2/29/2024.  Award of candidacy allows the program to matriculate students into the program as it continues to document compliance with accreditation standards for the duration of the candidacy accreditation cycle.

Essential Functions of a Speech-Language Pathologist

The Department of Speech-Language Pathology at CUW is committed to developing future speech-language pathologists with established knowledge and skills competencies, as well as independent critical thinkers. In addition to having the knowledge and skills to practice as a speech-language pathologist, there are essential functions critical to successful treatment of individuals with communication and swallowing disorders. Students are therefore required to meet all essential functions needed with or without reasonable accommodations. Students who do not demonstrate essential functions at any point in their course of study, may be denied continuation in the program.

In 2007, the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) outlined the essential functions necessary for speech-language pathologists. The document may be found here.  

The following are specific skills/essential functions needed by speech-language pathologists in order to provide service within the scope of practice. 

Communication Skills:

• Speech-language pathologists must have strong communication skills, verbal and non-verbal.
• Students must demonstrate proficiency in spoken and written English in order to communicate effectively with clients/patients, caregivers, faculty, staff, peers, payer sources, and other health care professionals

Physical Health:

• Speech-language pathology students must be in good physical health overall. A student with a chronic illness may not be able to have consistent attendance in class and/or clinic, limiting their ability to gain all the knowledge and skills required. 
• Students must possess the stamina for physical tasks. Must be able to sit/stand for several hours. 
• Students must demonstrate the stamina to perform classroom/clinical tasks for the amount of time in a typical workday.

Observation Skills/Sensory abilities:

• Speech-language pathologists must have keen observation skills. 
• Students must be able to pick up on non-verbal communication and non-verbal cues (e.g., facial expressions, gestures, body language/orientation, joint attention, eye contact)
• Students need to be aware of the sensory needs of their clients/patients and the impact on communication.
• Students must therefore demonstrate functional hearing skills (aided or unaided) for speech frequencies.
• Students must have sufficient vision (with or without glasses) to participate in academic and clinical aspects of their education. 
• Students must be able to read materials such as medical records, IEP’s, and testing materials.
• Students must be able to complete visual assessment of the structure and function of oral-facial structures. 
• Students must have the visual capability to read and interpret videos fluoroscopic swallow studies.

Intellectual/Cognitive skills:

• Students must have the cognitive skills to achieve competencies in required academic coursework.
• Students must demonstrate the ability to attend, memorize, organize, analyze, integrate and apply the information from coursework in a clinical setting.
• Students must have sufficient problem solving and critical thinking skills.
• Students must demonstrate the ability to use professional written language. 

Motor skills:

• Students must have sufficient use of gross and fine motor skills to carry-out clinical service to clients/patients. This includes, but is not limited to: keyboarding, clinical, diagnostic, and lab equipment, and note-taking (in class and clinically during interview/case history).
• Students must demonstrate the ability to access operate and/or access transportation to all clinical and academic placements.
• Students must demonstrate the ability to transfer to and from the floor safely.
• Students must demonstrate the ability to move between areas (some maneuverability in small spaces), and use technology (e.g., AAC, computers, hearing aids, microphones).

Behavior/Social Skills:

• Students must have good judgment and behave professionally.
• Students must have good emotional health, to allow for use of intellectual skills even in stressful situations. 
• Students must be reliable, mature and act responsibly.
• Students must demonstrate the ability to interact with faculty, preceptors, other students, other professionals, clients/patients, and caregivers in a variety of academic and clinical settings.
• Students must demonstrate understanding of the ASHA Code of Ethics and be able to apply it to difficult clinical situations.
• Students must have sufficient time management skills to complete all required academic and clinical coursework in a timely manner. 
• Students must demonstrate the ability to take in constructive criticism and self-evaluation and use it to enhance their skill development.
• Students must show respect for individuals of diverse backgrounds.

Note: The Praxis examination reporting period is the testing year or examination cycle, not the year of graduation for the test-takers. The data for each reporting period may include test-takers who graduated from the program within the prior 3 years.

Note: The employment rate reporting period is not the year of graduation. The data for each reporting period should represent the individuals who graduated from the program one year prior.

The Speech-Language Pathology Department is dedicated to the mission of Concordia University Wisconsin and the School of Health Professions. It is focused on developing independent life-long learners with strong critical thinking and communication abilities.

In addition, the Speech-Language Pathology program aims to prepare students for the opportunities and rigors of a vocation positively impacting communicatively challenged individuals and their families by providing outstanding academic/clinical education, as well as community outreach. 

During each semester of undergraduate and graduate study students engage in service to the community via service learning requirements embedded in coursework. Students provide service to LUMIN Schools, Milwaukee Public Schools, and more.

Learn more about these service learning opportunities by visiting our Speech Language Pathology Clinic webpage.

The Department of Speech-Language Pathology is dedicated to the missions of Concordia University Wisconsin and the School of Health Professions and is focused on developing independent life-long learners with strong critical thinking and communication abilities. In addition, the department of Speech-Language Pathology aims to prepare students for the opportunities and rigors of a vocation positively impacting communicatively challenged individuals and their families by providing outstanding academic/clinical education, as well as community outreach. The Department also aims to support the continuing education needs of practicing clinicians to ultimately have a positive impact on individuals with communication and/or swallowing challenges. This professional education is grounded in faith, excellence, and service to others.

Click here to learn more about the Concordia University Wisconsin mission.

The Concordia University Wisconsin (CUW) strategic planning process occurs over five years. The current plan addresses 2021 through 2026. The institutional plan is focused on the following five key performance goals:

• Offer unsurpassed whole student learning and developing
• Expand the impact and reach of Concordia’s mission
• Exemplify Christian values and ethics within all engagements
• Tap the full potential of all learners
• Allocation and investment in innovation across Concordia University.

The School of Health Professions (SHP) Strategic plan for 2021-2026 is aligned with the Concordia University Wisconsin Strategic Plan and includes the following five strategies:

• Increasing recruitment and retention through funding support
• Increasing SHP student enrollment through interprofessional collaborations
• Increasing recruitment through enhancements to program facilities and delivery modalities
• Increasing diverse student enrollment
• Developing efficient operational processes and procedures

The Department of Speech-Language Pathology (SLP) has identified five strategic initiatives to advance programs within the department in a manner that articulates with the institutional and school plans summarized above. Specific foci of this plan include:

• Delivering, assessing, and refining our academic and clinical curricula and processes to continually reflect cutting-edge, evidence-based practices in communication sciences and disorders
• Emphasizing the role of interprofessional education (IPE) and practice (IPP) through varied teaching and learning opportunities for students and community members
• Prioritizing initiatives related to antiracism, diversity, equity, and inclusion
• Recruiting and retaining quality undergraduate and graduate students
• Building and enhancing on-campus and off-campus clinical offerings and partnerships to meet specialized community and student needs