Application Deadline: January 1 for fall admission

The requirements for admission to this program are:

  • A bachelor’s degree
  • Evidence of academic and clinical aptitude in the form of previous academic records
  • Aptitude scores on the Graduate Record Examination (institution code 0681)
  • Three letters of reference from individuals familiar with your academic ability

Prerequisite coursework

The following seven prerequisite courses must be completed.Three courses, SAR SH 521 Phonetics, SAR 522 Anatomy and Physiology of the Speech Mechanism, and SAR SH 524 Language Acquisition must be completed prior to matriculation.The other four prerequisite courses may be completed prior to matriculation but do not have to be. Once accepted into the program, students may complete these courses on a non-graduate-credit basis concurrent with graduate study. Accepted applicants may also complete some prerequisite coursework at Boston University during the summer before matriculation. Applicants to the program do not have to have completed any prerequisite courses in order to apply to the program.

SAR SH521: Phonetics

Application of International Phonetic Alphabet to sounds of American English. Detailed analysis of vowel and consonant sounds. Students learn and practice the skills necessary to analyze and transcribe speech sounds to describe the speech patterns of various American dialects and speech disorders. (Credits: 2)

SAR SH522: Anatomy and Physiology of the Speech Mechanism

Study of the physiological structures and functions that underlie speech production. Emphasis is placed on the respiratory, phonatory, and articulatory systems. Introduction to neuroanatomy and neural control of the production of speech as well as dysfunction of these normal processes in clinical disorders is included. (Credits: 4)

SAR SH524: Language Acquisition

This course will focus on first language acquisition in infancy and childhood. We will cover the progression of language development in each of the traditional areas of linguistic analysis: phonology, semantics, syntax, and pragmatics. The course will be focused on experimental research in typical language acquisition and on different theories that strive to explain the underlying cognitive and linguistic mechanisms at work in an early learner. (Credits: 4)

SAR SH531: Introduction to Communication Disorders

Introduction to various speech and language disorders found across linguistically and culturally diverse populations. Characteristics underlying biological systems and methods for evaluation and treating a variety or communication disorders are examined. Exploration of the professions of speech pathology and audiology. (Credits: 4)

SAR SH535: Diagnostic Audiology

Requires both lecture and lab to cover hearing assessment through the use of pure-tone and speech audiometric techniques as well as the measurement of middle-ear function. The course also includes information about the anatomy and physiology of the auditory system, acoustics, and the effect of noise on hearing. (Credits: 4)

SAR SH542: Aural Rehabilitation

An introduction to theory and techniques of audiologic habilitation and rehabilitation in audiology and speech-language pathology. The significance of Deaf world issues in the field of aural rehabilitation is addressed throughout the course. (Credits: 4)

SAR SH547: Introduction to the Clinical Process I

This course is designed to prepare speech-language pathology students to enter into clinical practicum. Students will study theories of clinical process through guided observation experiences, culminating to a final mini-practicum experience. As part of this course, students will complete the ASHA requirement of 25 clinical observation hours. (Credits: 4)

The Council for Clinical Certification in Audiology and Speech-Language Pathology requires that a course be completed in each of the following areas prior to graduation from the master’s degree program. If these courses have not been completed prior to matriculation, they may be completed on a non-graduate-credit basis concurrently with graduate study.

  • Biological Sciences
  • Physical Sciences
  • Social/Behavioral Sciences
  • Statistics

Application Process

All applications are filed electronically through a centralized application system. Application Deadline: January 1, 2016 for entry in September 2016.

CSDCAS Customer Service is available Monday thru Friday, 9 a.m. to 5 p.m.
Phone: 617-612-2030

*When contacting via email, applicants should include their full name, CSDCAS ID number, and a detailed question.

Address (All official transcripts MUST be sent to CSDCAS at the address below):

P.O. Box 9113
Watertown, MA 02471

Application Instructions and FAQ

Note: CSDCAS posts Application Instructions and Frequently Asked Questions on the applicant portal, which can be accessed even before an application is created. Please read the FAQs before submitting your application.

Completed applications must include the following:

  • Official transcripts from every accredited U.S. College and/or University attended. This does NOT include transcripts for study abroad classes that are itemized on a U.S. college or university transcript.
  • Transcripts from institutions outside the United States must be submitted for an academic credential review by Education Credential Evaluators, International Consultants of Delaware, or Joseph Silny and Associates. Please allow additional time for your application to be processed.
  • Three letters of recommendation. We strongly recommend that two letters be from college-level instructors who are familiar with your academic ability. Please note that CSDCAS will ONLY accept electronic letters of recommendation.
  • Graduate Record Exam (GRE) score (Institution Code – 0681).
  • Personal Essay (specific instructions are located in our FAQ section and on the Documents page of the CSDCAS application).
  • For international students whose native language is not English: Official scores from the TOEFL examination unless the candidate has completed a baccalaureate degree at a university or college where the primary language of instruction is English.


After all applications have been reviewed, highly qualified candidates are invited to the University for an interview on February 26, 27, or 28, 2016. Candidates will meet individually with two members of the faculty. On campus interviews are highly recommended, but Skype interviews are available for those applicants who are unable to travel to Boston.

English Proficiency Policy

Proficiency in spoken and written English is a necessary prerequisite for student success in academic course work and clinical placements.

Applicants to the MS-SLP Program

Non-native speakers of English must demonstrate proficiency in English through the following methods:

  • completion of a baccalaureate degree from a university or college where the primary language of instruction is English or successful attainment of the following minimum scores on the TOEFL examination: Reading 22; Listening 22; Speaking 26; Writing 24; and
  • successful communication during an oral interview with the MS-SLP admissions committee.

Students admitted to the MS-SLP Program

Consequences for students who do not meet English proficiency expectations after enrolling in the program are handled on a case-by-case basis and may include referrals to the Boston University Educational Resource Center and/or a delayed entry into the clinical practicum experiences.

Technical Standards for the MS-SLP Program

The following “Technical Standards” have been formally adopted by the Department of Speech, Language and Hearing Sciences at Boston University College of Health & Rehabilitation Sciences: Sargent College. Applicants and students for the MS-SLP degree must have abilities and skills in the areas of cognition/judgment/observation, communication, interpersonal/attitudinal attributes, and physical and sensory motor skills as described below and are built on the assumption that students have the capacity to make travel arrangements to and from classroom and/or practica settings and dress in a professionally appropriate manner. These Technical Standards are necessary for full participation in the academic and clinical work required by the Speech-Language Pathology Program at Boston University and must be demonstrated on a consistent basis.


  1. Problem solving ability sufficient to organize and complete multiple tasks (such as projects, assignments and work relating to client care) from multiple courses and/or clinical practica, accurately and within assigned time frames. These abilities include measurement, calculation, reasoning, analysis and synthesis.
  2. Ability to use appropriate judgment with clients, family members, and other stakeholders during lectures, independent studies, application sessions, and all clinical activities.
  3. Adherence to safety precautions and ability to provide a safe environment for others and respond quickly to emergency situations.
  4. Ability to use your intellectual capacity, exercise good judgment, and promptly complete all responsibilities attendant to the diagnosis and care of clients under potentially stressful circumstances. These include an intensive curricula with academic (classroom and independent studies) and clinical practica learning experiences  that require effective and adequate coping and time management skills.
  5. Capability to complete self-evaluation and apply feedback to academic and clinical practica situations in order to develop appropriate strategies for professional growth.
  6. Aptitude to generalize and apply academic knowledge to clinical situations. Ability to incorporate new information from peers, teachers, supervisors and scientific literature in formulating diagnoses and treatment plans.
  7. Ability to initiate and attend to a task until completion.
  8. Ability to observe and participate in academic sessions and clinical practica settings determined essential by the faculty. Observation necessitates the functional use of the sense of vision and other sensory modalities. Student must be able to observe a patient accurately both at a distance and close at hand, noting non-verbal as well as verbal signals.


  1. Ability to speak the English language intelligibly, hear sufficiently, and observe clients closely to elicit and transmit information; describe changes in mood, activity, and posture; and perceive nonverbal communication and cues.
  2. Comprehend and use the English language in an understandable, relevant and concise manner both verbally and in writing, including grammar and organization in an efficient time frame specific to the task.
  3. Capability for precise written work necessary for completing curricular demands, appropriate medical records, documents, and plans according to protocol, in a thorough and timely manner.
  4. Possess reading skills at a sufficient level to accomplish curricular requirements and provide care for clients in a thorough and timely manner.
  5. Ability to communicate sensitively, effectively, efficiently, appropriately and professionally with peers, faculty, supervisors, other professionals, clients, and their significant others on a one-to-one basis, in a small group, large classroom setting, and large group and to respect the confidentiality of client/patient information.  
  6. Willingness to initiate and actively participate in classroom and clinical settings.


  1. Ability to use intellectual capacity, exercise good judgment, and promptly respond and adapt to the client’s needs under potentially stressful circumstances. Must be flexible in being able to adapt to changing environments and client factors, and respond in the face of uncertainties inherent in clinical practica.
  2. Capability for empathy and the capacity to work within clinical environments that involve exposure to persons with physical and mental disabilities. Must also be able to appropriately deal with situations involving pain, grief, death, stress, communicable diseases, blood and body fluids, and toxic substances.
  3. Willingness to work with a diverse client population including persons of various ages, disabilities, sexual preferences, ethnic, racial, religious, and socioeconomic backgrounds.
  4. Ability and willingness to modify behavior/ performance in the classroom or clinical settings after feedback from the instructor or clinical practicum supervisor. Understand and respect faculty and supervisory authority.
  5. Comply with all administrative, ethical, legal and regulatory policies.

Physical/Sensory Motor

  1. Manual dexterity and motor planning sufficient to manipulate evaluation and intervention materials and equipment.
  2. Hearing and visual acuity and visual field sufficient to respond independently to an emergency situation signaled by a change in an individual’s appearance, verbal, non-verbal, or physical communication of distress, and/or environmental event.
  3. Capacity to attend and actively participate in all lecture and application sessions including real time tests and clinical practica situations. Coordination of gross and fine muscular movements, equilibrium, with functional use of the senses of touch, hearing and vision.
  4. Maintenance of appropriate personal hygiene.
  5. Visual and auditory capacity to monitor equipment, evaluate diagnostic imaging and perform all standard clinical procedures.

Applicants and students should review the Technical Standards for the MS-SLP program carefully and identify if additional supports are needed to meet these Standards consistently for any portion (classroom and clinical work) of the MS-SLP program. Students who have a disability may request reasonable accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Students are encouraged to contact the University’s Office of Disability Services to arrange an individualized consultation to discuss any support services or accommodations they may need.

Sargent College Student Criminal Background Information

Students who are admitted into Sargent College routinely participate in clinical education experiences as a part of the respective program curricula.  Most clinical education facilities require criminal background checks to determine student’s eligibility for participation.  History of a criminal background may disqualify students from participating in these experiences which are required for successful completion of the degree program.