Communication Disorders

Applicants for the Master's Degree program in Communication Disorders must apply through Communication Science and Disorders Centralized Application service (CSDAS) at portal.csdcas.org.

Application deadline is February 1st, prior to the fall for which the student would begin the program.

Mercy University has several advantages for students:

• Campus based Speech and Hearing Center allowing students to practice hands-on learning while still in school
• Opportunities to participate in global mission trips
• TSSLD certification*
• NYC DOE Scholarship partner
• State-of-the-art Clinical Simulation lab used for interprofessional education
• Dedicated audiology and voice labs
• All students participate in research

*New York State Teacher of Students with Speech and Language Disabilities

The clinical component includes both in-house and externship practicum experiences in over 250 metropolitan area facilities. Students evaluate and treat people of varying ages and cultural/linguistic backgrounds who display a variety of communication disorders including articulation, phonology, oral motor, voice, fluency, swallowing and feeding, hearing, and language disorders. A total of 375 direct contact hours is required by ASHA for certification (a maximum of 50 hours can be accrued on the undergraduate level). Two in-house practicums take place in the Mercy University Speech and Hearing Center, where students are supervised by faculty and adjunct clinical educators who are NYS licensed and ASHA certified speech-language pathologists and audiologists. Clinical externships are completed in college-affiliated sites in the New York metropolitan area, including five boroughs of New York, Westchester County, Putnam County, Dutchess County, Orange-Ulster County, New Jersey, and Connecticut. The age and disorder of the population that is served varies from site to site.

Schools, hospitals, clinics, long-term care facilities, rehabilitation centers, private practice, health care agencies, and college/university settings. A free brochure entitled Careers in Speech-Language Pathology and Audiology containing additional information about the profession is available from ASHA.

SLPs work with the full range of human communication and swallowing disorders in individuals of all ages:

• Evaluate and diagnose speech, language, communication, and swallowing disorders.
• Treat speech, language, communication, and swallowing disorders.
• Provide training and education to family/caregivers and other professionals.
• Work collaboratively with professionals from many other disciplines.

Go to www.teachnycprograms.net, click on the link for "scholarship program", and then click "speech language pathology".

The Graduate Admissions Coordinator, Professor Denise DiCristofaro via email at ddicristofaro@mercy.edu or call (914) 674-7739.

A series of prerequisites courses can be taken by post-baccalaureate students interested in applying to the Mercy University graduate program in speech-language pathology.

*The graduate program in Communication Disorders at Mercy University requires the following courses:  

• Introduction to Communication Disorders
• Introduction to Audiology
• Normal Speech and Language Development
• Phonetics
• Speech and Hearing Science
• Anatomy & Physiology of the Speech & Hearing Mechanisms

Note: Taking the prerequisite course series does not guarantee admission to the graduate Communication Disorders program. Students must apply to the graduate program. See the “How to apply” section below for more information.  

*Speech-language course requirements vary across institutions.

Yes, there is an undergraduate program available. 

The Master's Degree in Communication Disorders program adheres to the Mercy University Non-Discrimination policy. The policy of Mercy University, both historically and currently, is that discrimination against any individual for reasons of race, color, creed, religion, national origin, age, sex, sexual orientation, or handicap and status as a parent is specifically prohibited. Accordingly, equal access to educational programs, employment opportunities, and all other university activities is extended to all persons, and the University promotes equal opportunity. Information concerning non-discrimination policies, including complaint procedures, may be obtained from the following individuals. • For Students: Deputy Director of PACT. • For Faculty, Administration, and Staff: Director of Human Resources. • For Accessibility Services: Director of ACCESSibility

Required Coursework: 46 Credits

Elective Coursework: 6 Credits

Clinical Education: 8 Credits

Total: 60 Credits

For a full list of courses see our catalog.

Speech-language pathologists provide habitation and rehabilitation services to individuals across the life span who demonstrate disorders in communication. These disorders may include language, articulation, phonology, voice, motor, memory, fluency, swallowing, feeding, attention and/or hearing deficits. The profession is built upon basic and applied physical and social sciences, educational principles and clinical research. The curriculum of this Program offers students a variety of opportunities for academic, clinical, research and specialized area experience reflecting that foundation. The program prepares students to work in a variety of different health care settings including hospitals, rehabilitation centers, outpatient programs, schools, community centers and private practice. Graduates are eligible to begin their Clinical Fellowship (CF) in accordance with requirements of the American Speech-Language-Hearing Association (ASHA) and are eligible to apply for state licensure.

The Master's Degree program in Communication Disorders is designed for full-time and part-time students and can be completed in two years and two summers for full-time students. The program consists of academic and clinical components that are organized in a progressive sequence. Courses are primarily offered in the evening. Some courses may be offered in various scheduling formats. Clinical practicum schedules require days, evenings and/ or Saturdays. The University defines full-time as nine credits. For the purpose of completing the CD program in two years (including two summers), the student must follow the projected curriculum sequence established by the program. Part-time students must follow the required course projections. 

Students who graduate from the program may sit for the National Examination in Speech-Language Pathology (Specialty Area Test of the Praxis Series by the Educational Testing Service). Students then complete their Clinical Fellowship (CF). Upon successful completion of the degree, the examination, and the CF, the individual will be certified as a Speech-Language Pathologist by ASHA.

Successful completion of the educational and clinical requirements of the graduate program will prepare students for eligibility for the New York State License as a Speech-Language Pathologist.

The Master of Science (M.S.) education program in Communication Disorders at Mercy University 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, MD 20850, 800-498-2071 or 301-296- 5700. 

The Master of Science in Communication Disorders is an educational program in speech-language pathology that offers students a comprehensive combination of academic and clinical learning experiences to facilitate the knowledge and skills needed for entry-level practice in the discipline.

The mission of the program is to prepare professionals to provide quality speech and language services to clients of all ages, cultures, and disabilities in a variety of setting. The program instills the interconnection among the theoretical, clinical, and research components of speech-language pathology through evidence-based research and current/relevant clinical practices and infuses the latest technology into the curriculum. The program strives to promote a culture of scholarship, critical thinking, and respect, and provide a foundation of knowledge and skills that foster competent, ethical clinical practice for the professional lifetime.

The program goals are to:

• Provide coursework and clinical practicum experiences specified in the KASA competencies for speech-language professionals.
• Deliver a program of study that is a pathway to TSSLD* certification and which is supportive of applicants seeking New York City (NYC) Department of Education scholarships for new clinicians.
• Engage students in Capstone research projects to develop their understanding of research in the discipline.
• Offer participatory opportunities in interprofessional education and practice activities that highlight collaborate care.
• Provide campus and community-based clinical learning experiences that stress evidence-informed decision making in practice.
• Expect professionalism, ethical conduct, and respect for individual and cultural differences in the provision of care.

*Certificate for Teaching Students with Speech-Language Disabilities

The clinical component includes both in-house and externship practicum experiences in over 250 metropolitan area facilities. Students evaluate and treat people of varying ages and cultural/linguistic backgrounds who display a variety of communication disorders including articulation, phonology, oral motor, voice, fluency, swallowing and feeding, hearing, and language disorders. A total of 375 direct contact hours is required by ASHA for certification (a maximum of 50 hours can be accrued on the undergraduate level). Two in-house practicums take place in the Mercy University Speech and Hearing Center, where students are supervised by faculty and adjunct clinical educators who are NYS licensed and ASHA certified speech-language pathologists and audiologists. Clinical externships are completed in university-affiliated sites in the New York metropolitan area, including five boroughs of New York, Westchester County, Putnam County, Dutchess County, Orange-Ulster County, New Jersey, and Connecticut. The age and disorder of the population that is served varies from site to site.

The mission of the pre-requisite program is to provide students with the foundation needed to enter a graduate level program in communication disorders. A series of prerequisites courses (18 credits) can be taken by post-baccalaureate students interested in applying to the Mercy University Communication Disorders graduate program. All students from all fields of study are welcome. The Mercy University faculty is comprised of doctoral and master's level speech-language pathologists and audiologists with various specializations, who provide students with first rate and well-rounded instruction.

*The graduate program in Communication Disorders at Mercy University requires the following courses:  

• Introduction to Communication Disorders
• Introduction to Audiology
• Normal Speech and Language Development
• Phonetics
• Speech and Hearing Science
• Anatomy & Physiology of the Speech & Hearing Mechanisms (4-credit class)

Note: Taking the prerequisite course series does not guarantee admission to the graduate Communication Disorders program. Students must apply to the graduate program. See the “How to apply” section below (remove because the “How to Apply” section is before this section) for more information.  

*Speech-language course requirements vary across institutions.

Any student interested in the Communications Disorder program must have at least four of the following six prerequisite courses completed for their application to be evaluated. All remaining prerequisite course-work must be completed by the end of the spring term prior to fall admission to enroll in the graduate program:

• Anatomy & Physiology of Speech & Hearing Mechanism (CMDS 256 – 4 crs.)
• Phonetics (CMDS 240 – 3 crs.)
• Speech & Hearing Science (CMDS 270 – 3 crs.)
• Introduction to Communication Disorders or Speech Pathology I (CMDS 258 – 3 crs.)
• Introduction to Audiology (CMDS 257 – 3 crs.)
• Normal Speech & Language Development (CMDS 264 – 3 crs.)

The following five courses are also recommended, but are not required in order to apply to the CD graduate program. Only grades of "C" or better in these courses will be accepted:

• Statistics* (BHSC 370 or MATH 122 – 3 crs.)* 
• Aural Rehabilitation* (CMDS 340 – 3 crs.)* 
• Physical Science** (Chemistry or Physics only)
• Biological Science** (Human Biology)
• Social/Behavioral Science** (e.g., Anthropology, Ethnic/Cultural Studies, Archaeology, Economics, Gender/Sexual Studies, Political Science, Psychology, Area Studies/Sociology, Criminology)

*Must be taken for undergraduate credit prior to or during first year of graduate study

**Required for ASHA Certification; must be completed by the end of the first year of graduate school

The program is registered with the New York State Education Department offer Teacher of Students with Speech and Language Disabilities (TSSLD) certification. Students who with to obtain the academic and clinical requisites for Initial TSSLD certification must complete the following requirements in addition to program requirements: 

1. Twelve credits in Education, which include three credits in Foundations of Education, three credits in Special Education, three credits in Literacy and three credits in Normal Speech & Language Development.
2. Thirty-six credits in Speech/ Language Pathology and Audiology.
3. Student Teaching: a minimum of 150 "direct contact" hours.
4. Achievement of passing grades on the New York State Teacher Certification exams:
   1. Educating All Students (EAS) test
5. Completion of Workshops:
   1. Child Abuse Identification
   2. School Violence Prevention
   3. Human Dignity (DASA)
6. Fingerprint Clearance.

Upon acceptance into the Master of Science Program in Communication Disorders, students will be assigned a faculty member who will serve as their advisor. Students accepted into the program will be required to pay a non-refundable deposit at the time acceptance. This fee will be applied to the fall tuition payment. The advisor will meet with students to counsel them on Program and ASHA certification requirements, and to develop a plan of study and a future professional development plan.

Attendance and punctuality in all classes and clinical education assignments is required, unless the student is excused for extenuating and extraordinary life circumstances. A maximum of three undocumented absences from class will result in failure in the course and may jeopardize the student's standing in the program. Absence from a clinical assignment is subject to the rules and regulations of the institution.

The program has adopted a list of Essential Functions that outlines the necessary communication, motor, intellectual/cognitive, and behavioral/social attributes deemed necessary for program completion and clinical practice within the field. Students are expected to review this list and sign a form stating that they are or are not capable of performing the skills and abilities listed.

Download a copy of the full Essential Functions

The Communication Disorders graduate program at Mercy University strives to consistently promote academic excellence in its students. The program is committed to preparing its students for career readiness in entry-level clinical jobs as speech-language pathologists. Students must obtain the knowledge and skills outlined in the American Speech-Language-Hearing Association (ASHA) Knowledge and Skills Acquisition (KASA) form and successfully pass the Praxis national examination for ASHA certification in speech-language pathology.

Strategic Plan

Goal 1: Student recruitment and success

1. Attracting students: Faculty will routinely discuss trends in admission for speech-language pathology programs, at both the broad and local levels to remain current in the market.
2. Program Scholarships: The program will offer the Communication Disorders Scholarships to students yearly. 
3. Encouraging Student Research: The program will promote and support student research. The mandatory student capstone research projects will remain encouraged, as will other forms of faculty: student scholarship activities. 
4. Participation in Interprofessional Education (IPE): The program will continue to participate in IPE events in the SHNS and beyond. Student participation in IPE will remain an expected part of the graduate curriculum.  
5. Incorporating Technology: As appropriate, the program will prioritize student access to innovative instructional tools and materials that enhance their learning in both the didactic and clinical settings. 
6. Supporting Students: The program will recommend appropriate students for scholarships (e.g., NYC DOE Scholarships), academic programs (e.g., LEND*), employment opportunities, and other awards which they are qualified and suited. 
7. Praxis Test-Preparation: The program will continue its commitment to preparing students for the Praxis exam with continuous and targeted preparation for this examination. 

Goal 2: Teaching excellence

1. Growing Grantsmanship: The program will expect faculty to explore internal and external grants, awards, etc. to support their research, or program needs. Collaborative scholarly activities between and among faculty at the program, college, university, and professional levels will remain encouraged.
2. Expecting Teaching Excellence: Faculty will participate in pedagogical trainings offered through the Center for Teaching and Learning, professional conferences, and/or workshops to remain current in the profession and effective in the classroom and clinic.

Goal 3: Community Outreach

1. Lifelong Learning: The program will offer workshops to practicing speech-language pathologists in the region.
2. Community partnerships: The program will highlight faculty and student participation in SHNS medical missions, vetted events such as awareness walks, and approved outreach via lectures to constituents in the University and community.
3. Clinical Learning: Faculty will routinely discuss purposeful and feasible expansion of services offered via the Speech and Hearing Center to diversify and strengthen the students’ clinical exposures.  Faculty will continually explore the merits of existing externship partnership and the expansion of partnerships to extend the community-based learning experiences offered to students.  

*Leadership Education in Neurodevelopmental and Related Disabilities (LEND), a multi-multi-disciplinary training program open to students at Mercy and several other partner universities.

Teaching:  

The program continued providing beginner tool kits to support graduate students in their first on campus clinical practicum (i.e., laminators, white boards, anatomy cards, etc.). The Speech and Hearing Center hired several new faculty, including a bilingual clinician to supervise bilingual clients and students. Additionally, a new Clinic Director and Audiologist were hired. Faculty were provided with self assessment tools to promote teaching excellence during the annual assessment retreat. They were asked to complete the tools and reflect on their pedagogical practices to make changes to upcoming course curriculum. Covid-19 policies were modified, no longer requiring students and/or faculty to wear masks in shared spaces such as classrooms. This also permitted faculty to return to utilizing the Simulation labs for tracheostomy and ventilator 101 training as well as scoping simulated manikins. Students were offered an opportunity to attend a live MRI info session with a physicist through a faculty development grant awarded to a core faculty member. The Speech and Hearing Center continues to offer both in person and telehealth options for therapy sessions. A telepractice suite was established by the Clinic Director in the existing clinic space to support students providing telehealth services from campus. The Speech and Hearing Center continues their Aphasia Intensive offering in the Summer of 2023 as well as an aphasia group; a pediatric feeding summer camp was also offered under the supervision of the Program Director. The program continues to offer a free praxis prep class over 2 days to all graduate students. Students are also provided with a Praxis prep book and 3 practice exams to support their learning. 

Admissions:  

Holistic admissions processes were adopted by the Graduate Admissions Committee; the committee changed the minimum GPA from 3.2 to 3.0, eliminated the GRE as a required admissions criteria, eliminated Linguistics as a prerequisite course, changed the interview format to a small informal group meeting with 2 faculty members, considered lived experiences when reviewing applicant’s resumes, and provided students with a short informal writing prompt. The changes in admissions criteria and the admissions process yielded an increase in students accepting a graduate admission offer.

Service:  

All graduate students participated in various interprofessional education (IPE) events under the coordination of the IPE committee in the School of Health and Natural Sciences. These events included patient discharge simulations in the simulation lab and via Zoom, poverty simulations, and shared book reading on relevant topics. Furthermore, the program returned to offering students global interprofessional opportunities after a hiatus due to Covid-19 travel restrictions. Three graduate students traveled to the Dominican Republic with Occupational and Physical therapy students to provide speech and language services to adult and pediatric clients. One student traveled to Bolivia with various medical and healthcare professionals on a craniofacial mission trip. 

Scholarship:

Faculty members received a total of eight institutional Microgrants and Faculty Development grants to support student engagement and learning. These grants provided opportunities for students to attend the National Black Association for Speech-Language and Hearing Convention and the New York State Speech Language- Hearing Convention.  One incoming graduate student was awarded the Helen Buhler Scholarship award and three graduate students were accepted to the LEND program. The Mercy University Speech and Hearing Center continue to use the Phelps Healthcare Foundation Grant to support clinical supervision of graduate students and growth of the on campus and community based clinical initiatives. All graduating students in the class of 2023 successfully completed and presented their Capstone research projects. One part time student graduated from the LEND program presented her research at the LEND research symposium as well as at the Mercy University Capstone presentation day. Several graduate students were employed as research assistants to work on faculty research projects throughout the year. 

Graduate courses taken at other institutions prior to admission at Mercy University may, if pertinent to the plan of study, be credited to the graduate degree. Transfer credit is limited to six credits taken within the last five years in which the student has received a grade of B or above.

Transfer courses taken prior to admission will not be computed in the quality point average. 

The Communication Disorders Program is committed to meeting its mission as it relates to serving our students, potential students, staff, faculty, adjunct faculty, clinical faculty and the public consumer of physical therapy. To that end, we are committed to ensuring that exceptional complaints for which there is no established University, School or program policy or procedure are considered and resolved in a timely, fair, consistent and equitable manner.  Additional information may be found in the University graduate catalog.

Procedure:  Complaints should be addressed to the Program Director through the online form. If the program director is the subject of the complaint, the complaint should be addressed to the Dean, School of Health and Natural Science.

The Communication Disorders Graduate Program leads to a professional license administered by each state. Applicants and potential students should review information available on the College's NC-SARA page. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the Communication Disorders Program Director if you have further questions.

Download a copy of the sequence map for:

• M.S. Communication Disorders

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• 2021 - 2022 M.S. Communication Disorders
• 2020 - 2021 M.S. Communication Disorders
• 2019 - 2020 M.S. Communication Disorders
• 2018 - 2019 M.S. Communication Disorders
• 2017 - 2018 M.S. Communication Disorders

F/T 2023-2025 Courses

Full-Time Course Projection

P/T 2023-2026 Courses

Part-Time Course Projection