Become a speech therapist
Concordia University’s Speech-Language Pathology program welcomes you to the next level of critical thinking and to a vocation that positively individuals with communicative challenges and their families. Finish the master’s portion of our SLP program in two years on campus.
- S-L Pathologist
- Pediatric S-L Pathologist
- $9,040 per term (Summer 2022)
- $54,240 Total
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Concordia University will not share your personal information. By submitting this form you agree to be contacted about Concordia's Education Offerings.Concordia’s speech-language pathology master’s program is committed to promoting excellence, serving the community, embracing diversity, inspiring compassion, fostering critical thinking, and valuing independence. Our full-time program is designed to prepare you to become a competent SLP who provides quality care in a respectful, culturally sensitive, and knowledgeable manner. Committed and experienced faculty guide didactic programming along with rich community service and clinical experiences. Our goal is to prepare you for your professional certification and licensure through first-rate clinical placements where you’ll interact with diverse populations in a variety of settings, both on-campus in Concordia’s state-of-the-art Speech, Language, and Hearing Clinic and offsite through clinical externship and practicum opportunities.
Non-Discrimination Statement
The Department of Speech-Language Pathology at Concordia University Wisconsin will not discriminate against any student, applicant, or client on the basis of age, citizenship status, color, disability, ethnicity, gender, gender identity, genetic information and characteristics, national origin (including ancestry), marital status, pregnancy, race, religion, sex, sexual orientation, veteran or military status, or any other protected category under applicable local, State, or Federal law.
You will learn the skills needed to help prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults in our graduate program in speech-language pathology.
Students entering the program with a bachelor's in communication sciences and disorders (CSD) can complete the master's program in two years. Students with a bachelor's in a field other than CSD will be required to take an additional one-year leveling program before enrolling in the core master's curriculum.
Upon successful completion of all requirements and graduation from the Master of Science in speech-language pathology program at CUW, individuals will be prepared to apply for the initial licensure required for practice in the state of Wisconsin. Click here to view our Handbook and learn more about the SLP program.
As an SLP, you will have the opportunity to work in many different education, health care, and research settings with varying roles and levels of responsibility. You'll also have the opportunity to work with a diverse client population serving individuals across the lifespan. In many settings, you may often work as part of a collaborative, interdisciplinary team, which may include teachers, physicians, audiologists, psychologists, social workers, physical and occupational therapists, and rehabilitation counselors.
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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.
- 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.
Leveling Program Plan of Study
Leveling coursework is designed to be completed in 1 year if you are a full-time student.
Fall Semester Courses | Credits |
---|---|
CSD 210 Anatomy and Physiology of the Speech and Hearing Mechanism | 3 |
CSD 220 Clinical Phonetics | 3 |
CSD 240 Speech and Language Development | 3 |
CSD 250 Hearing Science | 3 |
CSD 420 Clinical Methods and Observation | 3 |
Total Fall Credits: 15 | |
Spring Semester Courses | Credits |
CSD 260 Speech and Language Disorders in Children | 3 |
CSD 230 Foundation of Cog & Language | 3 |
CSD 310 Audiology | 3 |
CSD 320 Speech Science | 3 |
CSD 330 Speech and Language Disorders in Adults | 3 |
Total Spring Credits: 15 |
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.
Elizabeth R. Eernisse
Ph.D., CCC-SLP
Department Chair - Department of Speech Language Pathology, Assistant Professor
Phone: (262) 243-2188

Education
- Ph D - Communicative Disorders, The University of Wisconsin-Madison (2010)
- MA - Speech-Language Pathology, The University of Texas at Austin (1996)
- BS - Communication Sciences and Disorders, Northwestern University (1994)
Research Interests
- Speech and Language Development
- Speech and Language Disorders in Children
Teaching Interests
- Speech and Language Development
- Assessment and Intervention for Speech and Language Disorders in Children
Angela D. Haendel
PhD, CCC-SLP
Clinical Director, Associate Professor
Office: Health Services RP 108 - Robert W. Plaster
Phone: (262) 243-2137
Bio
Angie Haendel is a licensed speech-language pathologist across all settings. She has taught Foundations of Cognition and Language, Clinical Phonetics, Clinical Methods, Clinical Practicum, Thesis Research, and Fluency Disorders. Angie is also the Clinic Director for the Speech-Language Pathology Program. Her research interests include autism, fluency, emergent language and child language.

Education
- Ph D - Interdisciplinary (Speech-Lang. Pathology & Psychology), Marquette University (2018)
- MS - Speech-Language Pathology/Communication Sciences and Disorders, University of Wisconsin Milwaukee (2002)
- BS - Communication Sciences and Disorders, University of Wisconsin Whitewater (2000)
Contributions
- Arias, A., Rea, M., Adler, E. & Haendel, A., (2021).Utilizing the Child Behavior Checklist (CBCL) as an Autism Spectrum Disorder screener and outcome measure for a social skills intervention for Autistic Adolescents(doi: 10.1007/s10803-021-05103-8).(pp. doi: 10.1007/s10803-021-05103-8).Journal of Autism and Developmental Disorders.https://pubmed.nc...
- Haendel, A.(2021).Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills InterventionAutism Research 000: 1–17, 2021(Autism Research 000: 1–17, 2021, pp. Autism Research 000: 1–17, 2021).Autism Research / International Society for Autism Research.
Presentations
- Lokken, J., Thew, M., Bath-Scheel, C. & Haendel, A., (2020).Telehealth Implementation: The Frontline Provider Perspective, and What Healthcare Faculty and Students Need to Know: Concordia Panel Discussions. Oral Presentation. Telehealth Implementation: The Frontline Provider Perspective, and What Healthcare Faculty and Students Need to Know: Concordia Panel Discussions. CUW.
- Haendel, A.(2019).Evidence of Neuroplasticity in Adolescents With Autism After a Social Skills Intervention. . Oral Presentation. American Speech-Language Hearing Association Annual Convention. Orlando, FL.
Research Interests
- Autism
- EEG
Teaching Interests
- Clinical Phonetics
- Fluency Disorders
Cindy M. Lund
PhD, CCC-SLP, C/NDT
Associate Professor
Office: Health Services 135
Phone: (262) 243-2139

Education
- Ph D - Interdisciplinary Health Sciences, Northern Illinois University (2021)
- MS - Communication Sciences and Disorders, University of Wisconsin - Milwaukee (UWM) (1999)
- BS - Psychology, Viterbo University (1994)
Presentations
- Lund, C.(2019).A Qualitative Assessment of Cue-Based Feeding with Pre-Term Infants. Oral Presentation. 6th Annual International Feeding Disorder Conference. Glendale, AZ.
Research Interests
- Infant and pediatric feeding and swallowing
- Neuromotor Impairments
Teaching Interests
- Feeding and Swallowing / Dysphagia
- Anatomy, Physiology, and Kinesiology related to Speech and Swallowing
Heather M. Pauly
Ph.D. CCC-SLP
Assistant Professor
Phone: (262) 243-2125

Education
- Ph D - Language and Literacy , Cardinal Stritch University (2015)
- MA - Learning Disabilities, Northwestern University (2006)
- MA - Speech and Language Pathology , Northwestern University (2006)
Research Interests
- Language Development and Disorders
- Literacy Development and Disorders
Teaching Interests
- Child Language Development and Disorders
- Language, Cognition, and Literacy
Erin Regis Bailey
M.S., CCC-SLP
Clinical Education Coordinator - Speech Language Pathology Program, Assistant Professor
Office: Heidelberg Hall 227
Phone: (262) 243-4284
Bio
Assistant Professor and Clinical Education Coordinator for the CUW SLP Department with 17 years of clinical experience in diverse adult medical settings. Current Doctor of Speech-Language Pathology student at Northwestern University. Areas of expertise/interest including 1) management of adult neurogenic language disorders, cognitive communication disorders and dysphagia in complex, medically fragile patient populations in the ICU setting, specifically the Neurosurgical Intensive Care Unit, 2) management of acquired communication disorders and dysphagia in the adult tracheostomy and ventilator dependent patient, 3) management of geriatric dysphagia, including education and counseling during complex decision making at the end of life and 4) clinical supervision. Teaching responsibilities include SLP 525 Aphasia and Related Disorders and SLP 610 Cognitive Communication Disorders as well as clinical instruction in the On-Campus Clinic. Secures and manages school and medical off-campus clinical experiences.

Education
- MS - Communication Sciences and Disorders/Speech-Language Pathology, University of Wisconsin-Milwaukee (2001)
- BS - School of Allied Health Professions/Communication Sciences and Disorders, University of Wisconsin-Milwaukee (1998)
- Clinical Doctorate in Speech-Language Pathology, Northwestern University (2023)
Research Interests
- Clinical Supervision and Education
Teaching Interests
- Adult neurogenic communication and cognitive disorders and dysphagia
- Adult medical speech language pathology: services delivery and methods
Mikaely T. Schmitz
MA, MS, CCC-SLP
Office: Health Services HS 131
Phone: (262) 243-2187

Education
- MA - English Language Learning and Second Language Acquisition, Western Governors University (2014)
- MS - Speech- Language Pathology, Marquette University (2003)
- BS - Speech Pathology and Audiology, Marquette University (2001)
- Educational Psychology- Cognitive and Developmental Sciences, University of Wisconsin Milwaukee (2024)
Presentations
- Schmitz, M., Nguyen, J. & Pazdera, M., (2022).Latino/a/x Families as Collaborators and Agents of School Change. Poster. SRCD: Special Topics: Construction of the ‘Other’: Development, Consequences, and Applied Implications of Prejudice and Discrimination. Rio Grande, Puerto Rico.
- Nguyen, J., Schmitz, M. & Pazdera, M., (2022).Theory of Change as Innovative Methodology for Inclusion: Latino/a/x Parents, Students, and Staff as Stakeholders. Poster. SRCD: Special Topics: Construction of the ‘Other’: Development, Consequences, and Applied Implications of Prejudice and Discrimination. Rio Grande, Puerto Rico.
- Schmitz, M.(2021).Clinical Competencies in the Time of Coronavirus: Detours Leading One Clinical Program to Discoveries. Poster. American Speech and Hearing Association (ASHA) Annual Convention. Washington DC.
- Mecham, O. & Schmitz, M.(2021).Targeting A Multitude of Linguistic Backgrounds Through Strategic Instruction using a Morphological Matrices Approach. Oral Presentation. American Speech and Hearing Association (ASHA) Annual Convention. Washington DC.
- Schmitz, M., Nguyen, J. & Pazdera, M., (2021).Latino/a/x Families as Collaborators and Agents of School Change **Rescheduled due to COVID 19. Poster. SRCD: Special Topics: Construction of the ‘Other’: Development, Consequences, and Applied Implications of Prejudice and Discrimination. Rio Grande, Puerto Rico.
Research Interests
- Heritage Language
- Cognitive and Developmental Sciences
Teaching Interests
- Multicultural Populations
- Culturally Linguistically Diverse Populations
Kim E. Sesing
Au.D., CCC-A
Assistant Professor
Phone: (262) 243-2197

Education
- AuD - Audiology, University of Florida (2003)
- MS - Audiology, University of Wisconsin (1996)
- BS - Communicative Disorders, University of Wisconsin - Stevens Point (1994)
- Developmental Disabilities, Bureau of Maternal and Child Health (1996)
Teaching Interests
- Diagnostic audiology
- Aural rehabilitation methods
Michael VanLue
PhD, CCC-SLP
Professor
Office: Health Services HS110E
Phone: (262) 243-4205

Research Interests
- Velopharyngeal Dysfunction; Speech/Resonance Disorders; Palatal Imaging
Teaching Interests
- Craniofacial Disorders; Speech Science; Voice; Professional Issues
- Speech Science/Voice
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.
Period | # Completed within Expected Time Frame | % Completed within Expected Time Frame |
Recent Year (2021–2022) |
20 | 100 |
1 Year Prior (2020–2021) |
N/A | N/A |
2 Years Prior (2019–2020) |
N/A | N/A |
Period | # Taking the Exam | # Passed Exam | % Passed Exam Rate |
Recent Year |
20 | 20 | 100 |
1 Year Prior (2020–2021) |
N/A | N/A | N/A |
2 Years Prior (2019–2020) |
N/A | N/A | N/A |
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.
Reporting Period | Employment Rate in Profession | |
Period | # of Graduates from prior year | % of Graduates from prior year |
Recent Year (2021–2022) |
N/A | N/A |
1 Year Prior (2020–2021) |
N/A | N/A |
2 Years Prior (2019–2020) |
N/A | N/A |
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