The university-wide institutional policy for admission of students to graduate study is a Bachelor's Degree from an accredited university indicating an acceptable record, with additional requirements set by individual graduate programs. The faculty of the Graduate Program in Speech-Language Pathology has set the following specific admissions standards for entry into the program:
Course credit may be granted for courses completed within the previous 5 years from time of application to the program. The pre-requisite coursework may be taken as a Post-Baccalaureate student at LIU Brooklyn or another university. Post-Baccalaureate students must complete a minimum four undergraduate pre-requisite courses prior to applying to the graduate program. The other two pre-requisite courses must be completed by admitted Post-Baccalaureate students before beginning of graduate studies. Students admitted to the graduate program must maintain a minimum GPA of 3.0 in their pre-requisite coursework to matriculate fully and continue into the graduate program.
Applications are accepted via the Communication Sciences and Disorders Centralized Application Service (CSD-CAS). Students must go to the website and provide all of the appropriate information/documentation:
CSDCAS Applicant Portal Link: https://csdcas.liaisoncas.com/applicant-ux/#/login
The LIU Brooklyn Spring Deadline is December 15, 2023. Applicants must have a complete application by the deadline date posted. A complete application requires that the application is e-submitted and all transcripts, and payments, have been received by CSDCAS. Documents should be sent to CSDCAS several weeks prior to the deadline date to ensure all items arrive on time.
CSDCAS Customer Service is available Monday thru Friday, 9 a.m. to 5 p.m.
Address (All official transcripts MUST be sent to CSDCAS at the address below):
CSDCAS Verification Department
P.O. Box 9113
Watertown, MA 02471
Note: CSDCAS posts 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.
We believe that the cornerstone of health is quality education and research in health professions. Our uniquely wide range of programs provide access for diverse student populations in the pursuit of rewarding careers that promote health and wellness; maximize the management of disease, disability, or injury; improve quality of life; and reduce health disparities. Students who come to the Long Island University School of Health Professions will have the unique opportunity to learn with students from other professions and serve the community in which they study throughout their programs.
The Department of Communication Sciences and Disorders (CSD) at Long Island University's Brooklyn Campus seeks to advance the study of human communication sciences and disorders within a culturally and linguistically diverse society. Intellectual growth is promoted through the recognition and expression of multiple theoretical, cultural, and individual perspectives. The department fosters respect for diversity and a commitment to serve individuals with communication problems.
The School of Health Professions at Long Island University - Brooklyn will be a premier school of health professions, recognized for innovation and academic excellence, scholarship, interprofessional education, collaboration, and practice, as well as for community involvement and service.
Diversity: We value and develop strong foundations of ethics, integrity and respect for diversity.
Innovation: We value and cultivate creativity, independent thinking, and flexible problem solving, in clinical and research endeavors.
Advocacy: We value and cultivate advocates, who will support clients and their families with compassion.
Community Action: We value community involvement and outreach.
Goal 1. Re-organize and standardize CSD Department procedures to better serve the needs of our students.
Goal 2. Broaden student experiences to facilitate entry into a dynamic, team-oriented, multi-cultural profession
Goal 3. Continuous improvement academic and clinical curriculum
Goal 4. Increase support for faculty research endeavors to meet increased demand for grant funding
Goal 5. Ensure department sustainability
Goal 6. Review and update this strategic plan
The graduate program in Speech-Language Pathology at the Brooklyn Campus can be completed in 2.5 to 3 years by full-time students. The time limit for the degree is 5 years. All candidates for the degree must have completed a minimum of 64 credits and a comprehensive exam or research thesis.
All students must demonstrate English writing proficiency as a requirement for graduation.
All students are required to complete a minimum of 400 competent clock hours of clinical practicum, including 25 hours of observation. Up to 25 clock hours of undergraduate practicum and 25 hours of observation may be credited toward clinical practicum requirements. Clinical practica are completed in several locations: on campus, in the university clinic; at LIU satellite centers; at off-campus hospital settings, and in school settings. Students will be issued a clinic manual with further information upon beginning their clinical sequence. Students also must complete the following courses in order to obtain ASHA certification (if they do not enter with them completed in their undergraduate studies): aural rehabilitation, one course in the physical sciences (biology, chemistry or physics), psychology, sociology, and statistics.
The Foundation Sequence provides the basis from which students may progress to advanced coursework and clinical practica. The foundations courses are listed below.
Students may retake a maximum of two foundation courses to remediate grades of C+ or C. Each foundation course may be retaken only one time.
Students must complete any outstanding undergraduate pre-requisites by the end of their first year of graduate coursework.
Higher Level Courses
Higher level courses consist primarily of evaluation and treatment of communication and swallowing disorders, including clinical practica and seminars. Students who are performing well in foundation courses may begin taking higher level courses in their second semester of study; this will be determined during academic advisement.
Students may receive up to one grade of C+ or C in their non-foundation, higher level courses. Students may opt to retake only one higher-level course a single time to remediate a grade. Grades lower than a C must be remediated.
Clinical Practicum Courses
Students begin their clinical practicum sequence after they complete the foundation coursework. Students must resolve all incomplete grades and/or remediation plans prior to starting the clinical practicum sequence. Students must have earned an overall GPA of 3.0 or above to start their first clinic course, SLP 610A.
Clinical skills are developed and evaluated throughout the practicum sequence. Full details of practicum requirements and evaluations of clinical performance are presented in the Clinic Procedures Manual of the Department of CSD, LIU/Brooklyn Campus.
The University grading policy involves a plus and minus grading system (A, A_, B+, B, B_, C+, C, F).
Minimum Grade Requirements
To continue in the program, students must maintain at least a 3.0 grade point average within and across all courses. Students are placed on Academic Probation when they fail to maintain a minimum GPA of 3.0.
Students are only allowed one grade of C+ or C in their graduate coursework. This single C+ or C may not be for a course in the Clinical Practicum sequence: 610A, 610B, 610C, 611A, 612A, 614A, 614B, 615A. This single grade of C may not be used for the clinic prerequisite course SLP 640: Language Disorders in Children or SLP 639: PRAXIS Exam Preparation course. Students with two or more grades of C+ or C will receive a letter of dismissal from the department chair, which they may appeal by writing to the Academic Standing Committee.
The program offers both formative and summative assessments for students in the Speech-Language Pathology (SLP) program.
Formative Assessment (SLP 610A):
In the SLP 610A course, students engage in goal and procedure planning for clients with communication problems across various age groups and cultural backgrounds. This assignment serves as a formative assessment of the skills and knowledge acquired during the foundations coursework. The focus is on applying evidence-based knowledge related to speech and language, bilingualism, cultural influences, communication disorder factors, and language learning theories. If students require remediation, they may need to enroll in additional courses, engage in self-study, or complete simulated clinical assignments. A student under remediation may have limited course options until the remediation plan is completed or the student retakes the exam.
Summative Requirement (Master's Degree):
To fulfill the M.S. in Speech-Language Pathology, students must complete either a comprehensive examination or a Master's thesis.
Comprehensive Examination Option:
Students must take a comprehensive examination during their last semester in the program. If they fail the exam, they have opportunities to retake it, with a passing threshold of 75%. However, if they do not pass the exam after four attempts, they will not receive the terminal master’s degree.
Master's Thesis Option:
Students choosing this option complete a research-based master's thesis under the guidance of a thesis director and committee. The thesis topic is developed by the student and the thesis director, and the thesis director must hold a research-based doctoral degree. Students can select two other committee members, including non-tenure track faculty and faculty from other institutions, under the guidance of the thesis director. Students can change committee members and thesis directors if needed, with approval from the program director.
|Foundation courses (16 credits):|
|SLP 601||Introduction to Research in Speech-Language Pathology|
|SLP 602||Advanced Language Acquisition|
|SLP 603||Bilingual/Multicultural Foundations I|
|SLP 606||Advanced Neuroanatomy for Speech-Language Pathology|
|SLP 608||Seminar in Speech-Language Pathology|
|SLP 620||Comparative Phonology and Phonological Disorders|
|Higher-Level Courses (40 credits):|
|SLP 604||Bilingual/Multicultural Foundations II
|SLP 605||Diagnostic Process|
|SLP 607||Advanced Clinical Audiology|
|SLP 609||Speech Science and Instrumentation|
|SLP 621||Fluency Disorders|
|SLP 622||Voice Disorders|
|SLP 627||Motor Speech Disorders|
|SLP 630||Topics In Communication Disorders|
|SLP 639||PRAXIS Exam Preparation|
|SLP 640||Language Disorders in Children|
|SLP 641||Aphasia and Adult Neurogenic Disorders|
|SLP 642||Speech-Language-Hearing Service in Schools for Language/Learning Disabilities|
|SLP 644||Speech-Language-Hearing Services in Multicultural/Multilingual School Settings|
|SLP 720||Independent Study-Research on Disorders of Speech|
|Practicum sequence (6 credits):|
|SLP 610A||Clinical Practicum: Intervention Planning for the Treatment of Speech-Language and Hearing Disorders|
|SLP 610B||Clinical Practicum: Introduction to the Treatment of Speech-Language and Hearing Disorders
|SLP 610C||Clinical Practicum: Introduction to the Treatment of Speech-Language and Hearing Disorders
|SLP 611A||Intermediate Clinical Practicum in the Treatment of Speech-Language and Hearing Disorders|
|SLP 612A||Advanced Clinical Practicum: Assessment and Treatment Speech-Language and Hearing Disorders|
|Diagnostic Practicum Courses (3 credits):|
|SLP 614A/B||Diagnostic Practicum: Children/Adults|
|SLP 615A||Practicum in Audiology|
|SLP 616||Clinical Observation|
|Praxis Examination Pass Rate|
|Period||Number of Test Takers Taking the Exam||Pass||%|
|1 Year Prior||25||17||68.00|
|2 Years Prior||45||39||86.67|
|3 Year Average||83.07%|
|Program Completion Rate|
|Period||Number completing on time||Number completing later than on-time||Number not completing||Total|
|1 Year Prior||25||1||3||29|
|2 Years Prior||51||0||0||51|
|3 Year Program Completion Rate||96.85%|
*Data are reported from September 1st to August 31st for each of the years listed
Length of Time for Students to Complete Residential Program of Study
Miriam Baigorri, Ph.D., CCC-SLP, Assistant Professor
Reem Khamis, Ph.D., Professor & Academic Department Chair
Nelson Moses, Ph.D., CCC-SLP, Professor
Gina Youmans, Ph.D., CCC-SLP, Associate Professor
Joyce Babik, MA, CCC-SLP, Clinic Director
George Pagano, MS, CCC-SLP, Associate Clinic Director
Julia Agranovich, MS, CCC-SLP, Clinic Placement Coordinator
Angela Giraldo, MS, CCC-SLP
Specialty: Craniofacial Anomalies , School Aged Language and Learning, Reading Disorders, Bilingual Spanish
Stacey Bastien -Renelique, MS, CCC-SLP
Specialty: School Aged Language and Learning, Reading Disorders, Bi-lingual Haitian Creole
Larissa Kazanchieva, MS, CCC-SLP
Specialty: School Aged Language and Learning, Adult Neurogenic Disorders, Bilingual Russian
Leigh Metherell, MS, CCC-SLP,
Specialty: Adult Neurogenic Disorders, Pediatric Communication Disorders
Carol Norman, MS, CCC-SLP
Specialty: School Aged Language and Learning, Adult Neurogenic Disorders, LSVT, Prompt Certified
Diana Sanchez, MS, CCC-SLP
Specialty: School Aged Language and Learning, Adult Neurogenic Disorders, AAC Systems, Speech Sound Disorders, Bilingual Spanish
Mayya Teyel Cocozza, MS, CCC-SLP
Specialty: Certified Brain Injury Specialist, Adult Neurogenic Disorders, Bilingual Russian
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