Masters of Science in Education: Program in Speech-Language Pathology
The M.S. Ed. program in speech-language pathology is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (2200 Research Boulevard #310, Rockville, Maryland 20850, phone: 800-498-2071 or 301-296-5700). The program leads to the Master's degree in Speech-Language Pathology and prepares students for careers as speech-language pathologists in public schools as well as hospitals, clinics, private practice, rehabilitation centers, and numerous other settings. Graduates satisfy all the academic and clinical mandates for certification in Speech-Language Pathology from ASHA. Furthermore, more than 99 percent of program graduates pass the ASHA national certification examination. The master's program itself consists of a minimum of 39 hours of coursework in such varied areas as stuttering, cleft palate, aphasia, child language disorders and voice disorders, among others. All program graduates complete the clinical practicum requirements stipulated by ASHA in a variety of clinics, hospitals, medical centers, rehabilitation institutions, and private practice settings which provide plentiful and high-quality clinical experiences. The graduate program also requires the completion of a thesis research paper and a written comprehensive examination
To be eligible to apply, applicants to the Speech-Language Pathology M.S. Ed. Program must have an earned degree anticipated in the next semester with an undergraduate GPA of at least 2.80. The applicant must have completed the Graduate Record Examination (GRE) with the following minimum scores: 146 Verbal, 140 Quantitative, and 4.0 Analytic. Applicants who have earned an undergraduate degree in another field are welcome to apply and, if accepted, will be required to complete at least two semesters of additional prerequisite coursework.
New in 2014! Applications to the ODU Speech-Language Pathology program will take place through Communication Sciences and Disorders Central Application System (CSDCAS at www.capcsd.org/csdcas/students.php). All documents (transcripts, letters of recommendation, essay) are to be submitted to CSDCAS. CSDCAS requires applicants to pay $100 for one application and $45 for each additional application submitted through the system. In addition, applicants will be provided a link to apply to Old Dominion University's graduate application system to provide a minimal amount of additional information. Applicants will also pay a fee of $50 to Old Dominion University. Prospective students from ODU's undergraduate speech-language pathology program should contact Dr. Raymer for additional instructions.
Off Campus Placements
Riverside Health System Hospitals
Bay Pointe Kindred Healthcare
Nansemond Pointe Kindred Healthcare
Lake Taylor Hospital (Genesis Rehabilitation)
Kempsville Health & Rehabilitation Center
Harbour Pointe Evergreen Rehabilitation
Children's Hospital of the Kings Daughters
Bon Secours Hampton Roads Health System
Student Outcome Data
Past 3 years
Program Completion Rates
(within 6 semesters if admitted with bachelors degree in SLP/CSD;
within 8 semesters if admitted with bachelors degree in other than SLP/CSD)
Praxis 2 Pass Rates
(old score = 600; new score = 162)
Program Employment Rates
(within one year of graduation)
Length of Time to Complete Degree:
Students with Undergraduate SLP Degree: 6 Semesters
Students without Undergraduate SLP Degree: 8 Semesters
Speech-Language Pathology Program Strategic Action Plan
STRATEGIC GOAL 1: Improve Graduate Program Academic Quality
1a. Improve graduate program academic quality by engaging in annual graduate curriculum review
1a.1. Schedule faculty meetings to evaluate goals, objectives and content of each graduate course
1a.2. Evaluate goals, objectives and content of graduate courses based upon comments made in student course and practica evaluations
1a.3. Evaluate goals, objectives and content of graduate courses based upon students' written exit evaluations and interviews
1a.4. Evaluate goals, objectives and content of graduate courses based upon comments made in CFY sponsor evaluations of recent graduates
1a.5. Evaluate goals, objectives and content of graduate courses based upon ASHA/CAA standards
1a.6. Evaluate goals, objectives and content of graduate courses based upon Praxis 2 results
1a.7. Evaluate goals, objectives and content of graduate courses based upon supervisor evaluations of student on-campus clinical practicum performance
1a.8. Evaluate goals, objectives and content of graduate courses based upon supervisor evaluations of student off-campus clinical practicum performance
1a.9. Evaluate goals, objectives and content of graduate courses based upon input from student focus groups
1a.10. Evaluate goals, objectives and content of graduate courses based upon input from program's advisory board
1b. Improve graduate program academic quality by engaging in annual undergraduate curriculum review
1b.1. Schedule faculty meetings to evaluate the goals, objectives and content of each undergraduate prerequisite course
1b.2. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in student evaluations
1b.3. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in ASHA/CAA standards
1b.4 Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in Praxis 2 scores
1b.5. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for clinical practica.
1c. Improve graduate program academic quality through student exposure to a broader variety of mentors.
1c.1. Increase the utilization of guest instructors
1c.2. Schedule student seminars with speakers from varied professional settings
1c.3. Identify professionals in the community to serve as mentors for minority students
STRATEGIC GOAL 2: Improve Programmatic Awareness of Professional Forces, Movements and Activities External to the University Environment
2a. Improve programmatic awareness of national forces, movements and activities.
2a.1. Join Council of Academic Programs in Communication Sciences and Disorders
2a.2. Select faculty member to monitor pertinent events on the national level
2a.3. Selected faculty member should provide reports at faculty meetings
2a.4 Program determines need for action
2b. Improve programmatic awareness of state forces, movements and activities.
2b.1. Select faculty member to monitor pertinent events on the state level
2b.2. Selected faculty member should provide pertinent reports at faculty meetings
2b.3 Program determines need for action
2c. Improve programmatic awareness of regional forces, movements and activities.
2c.1. Faculty will meet with program advisory board on an annual basis
2c.2. Program determines need for action
STRATEGIC GOAL 3: Improve Administrative and Advising Services
3a. Improve student-related administrative services.
3a.1. Utilize electronic record-keeping system for observation experience
3a.2. Utilize electronic record-keeping system for monitoring of KASA requirements
3a.3. Expand electronic record-keeping system for monitoring of clinical clock hours
3a.4. Utilize computerized administration of comprehensive examinations
3b. Improve general administrative services.
3b.1. Utilize electronic grade-change system
3b.2. Utilize Banner system for monitoring budget
3b.3. Select faculty member to coordinate budget planning with program director
3b.4. Select faculty member to coordinate equipment acquisition with program director
3c. Improve advising services.
3c.1. Improve efficiency and personalized contact regarding undergraduate advising by assigning them to specified faculty members instead of solely to program director
3c.2. Improve communication of program requirements and advising by scheduling group semester registration meetings with graduate students in which Graduate Student Handbook is reviewed
3c.3. Maintain personalized contact with newly-admitted graduate students by scheduling individual orientation sessions with the program director
STRATEGIC GOAL 4: Increase Program Visibility
4a. Maintain program visibility at the national level.
4a.1. Encourage faculty representation at every ASHA convention
4a.2. Encourage faculty representation on national committees and boards
4a.3. Disseminate program accomplishments and activities on the national level through an annual newsletter
4b. Maintain program visibility at the state level.
4b.1. Encourage faculty representation at every convention of the Speech and Hearing Association of Virginia
4b.2. Encourage faculty representation on state committees and boards
4b.3. Disseminate program accomplishments and activities on the state level through an annual newsletter
4b.4. Attempt to re-establish the council of state program directors
4c. Maintain program visibility at the regional level.
4c.1. Utilize the program's advisory board to maintain regional contacts
4c.2. Maintain ongoing formal relationships with local institutions and agencies through annual reviews of contracts
4c.3. Disseminate program accomplishments and activities on the regional level through an annual newsletter
STRATEGIC GOAL 5: Improve Efficiency of Recruiting/Admissions Process
5a. Monitor program website.
5a.1. Update program information on website at the completion of each semester
5a.2. Monitor accuracy of program information on website at the completion of each semester
5b. Utilize administrative assistant more efficiently in admissions process.
5b.1. Administrative assistant will track applicants' application data and contact information
5b.2. Administrative assistant will maintain spreadsheet on all applicants
5b.3. Administrative assistant will maintain spreadsheet on all applicants attaining cut-off criteria
5b.4. Administrative assistant will record applicant data noting complete and incomplete applications
5b.5 Administrative assistant will maintain log of all preceding activities
5b.6. with faculty approval, administrative assistant will arrange appointments for targeted applicants with program director
5c. Monitor potential graduate program candidates from Old Dominion University's undergraduate program.
5c.1. Identify potential program applicants upon declaration of major based upon SAT scores, high school grades, transfer grades and community college grades
5c.2. Identify potential program applicants based upon grades in general education courses
5c.3. Identify potential program applicants based upon grades in initial 15 hours of major coursework
5c.4. Schedule graduate school information sessions with potential applicants
7.5d. Expose program to wider audience.
5d.1. Disseminate flyers and program information to other university programs
5d.2. Participate in recruiting fairs at national conventions
5d.3. Disseminate flyers and program information to regional and state high school guidance departments
STRATEGIC GOAL 6: Improve Programmatic Resources
6a. Identify resources available from private agencies and donors.
6a.1. Establish private-public partnerships with agencies and donors which traditionally support speech-language and hearing causes (Lions, Sertoma, Scottish Rite) to support clinical activities
6a.2. Establish private-public partnerships with agencies and donors which traditionally support speech-language and hearing causes to raise public awareness of speech-language and hearing issues
6a.3. Establish private-public partnerships to provide scholarship support for students
6b. Hire additional faculty.
6b.1. Hire a doctoral-level faculty member to allow program to increase its interaction in regional and state-wide activities (such as the state consortium and innovative collaboration with Eastern Virginia Medical School and other agencies) as well as its participation in funded research
6b.2. Hire a master's-level clinical faculty member to allow program to increase its capacity for innovative clinical programming and interaction with regional agencies
STRATEGIC GOAL 7: Improve Quality of Clinical Practica
7a. Improve quality of on-campus practica.
7a.1. Establish an advisory board to provide external feedback regarding clinical practica activity
7a.2. Utilize an electronic record-keeping system for monitoring student clock hours
7a.3. Utilize an electronic record-keeping system for management of patrons' records
7a.4. Upgrade audio/video capabilities of clinical monitoring system
7a.5. Obtain additional computers for clinical computer laboratory
7a.6. Continue to acquire and utilize software for therapeutic and diagnostic purposes
7a.7. Explore further relationships with Lions Club to develop hearing aid dispensing program and additional clinical experiences for students
7b. Improve quality of off-campus practica.
7b.1. Establish an advisory board to provide external feedback regard clinical practica activity
7b.2. Revise supervisors' evaluation form every three years, minimally, or as needed
7b.3. Revise student's evaluation form every three years, minimally, or as needed
7b.4. Formalize mid-semester meetings between supervisors and students
7b.5. Formalize end-of-semester meetings between supervisors and students
7b.6. Utilize electronic record-keeping system for maintaining clock hours
7b.7. Identify additional off-campus practicum sites on an ongoing basis
STRATEGIC GOAL 8: Improve Scholarly Activity
8a. Increase scholarly activity on national level
8a.1. Increase number of peer-reviewed publications
8a.2. Increase number of national paper presentations
8a.3. Increase funded research activity
8b. Increase scholarly activity on state level
8b.1. Increase number of state paper presentations
8b.2. Increase funded research activity
8. c. Increase scholarly activity on regional level
8c.1. Increase number of presentations to regional groups8c.2. Seek research funding from regional and private agencies
Program Mission and Goals
The mission of the program in Communication Sciences and Disorders reflects both the mission statements of the university and college as well as the following academic and clinical goals. The program is committed to the development of students who will in turn, commit themselves to lifelong learning, continuous personal and profession assessment and evaluation and who will exhibit an ongoing regard for the varied and complex representation of the human condition.
Academic Goals: ensure that students:
1. Meet ASHA requirements, and state licensure and certification requirements
2. Understand trends and issues related to the profession
3. Attain knowledge regarding assessment, identification, and treatment of a wide variety of communication disorders
4. Understand the social and cultural bases of speech and language behaviors
5. Attain a fundamental ability to read and interpret the literature of the profession
6. Gain an appreciation of research, including skills in research design, data collection, research reporting, statistical analysis, and in the application of scientific methodology in the resolution of professional problems.
Clinical Goals: ensure that students:
1. Meet ASHA's clinical requirements as well as requirements for state licensure and certification
2. Demonstrate an ability to apply knowledge pertaining to identification, assessment and treatment of communication disorders in closely-supervised, competency-based clinical activities in an on-campus setting
3. Demonstrate the ability to apply such knowledge in a variety of clinical settings
4. Attain competencies as stated in the program's clinical settings
5. Demonstrate the professional, ethical, and clinical behaviors described in the clinic manual and reflective of the highest purposes of the profession.