queenleblanc

If it's on your CV, and the prof's name is also listed as your supervisor, that should be proof enough; they can always ask you about it during the interview process. If that experience is really relevant to your application for whatever program you are applying for, then you should write about it in your SOP; anything you can say beyond what the common person can look up on google would be proof enough that you completed the experience. Generally, I have a ton of things on my work resume - places I've worked etc. I have definitely lost touch with my former supervisors and some of them have moved companies (i.e. no longer there). I have been asked random questions about those experiences in work-related interviews, but honestly no one really thinks you're going to tell a bold-faced lie on your CV/resume. So... I guess the answer is YES it can be "counted" but make sure you at least list the supervising prof's name.

Nova is VERY respected. The program takes longer to complete, as you don't have as many classes per semester, but it's a great program. I had a prof who did her MS at a traditional on campus program, and later did her D-SLP at Nova (the hybrid doctoral program) and she was absolutely outstanding. I have met a few Nova students online as well, and even though it is expensive ($75k?) it is worth it for the online, part-time style degree. I think it takes something like 4 years to do. There are other online-only programs as well -- online schools are not as poorly done as they used to be. Check in ASHA's edfind list for online master's programs - there are about 12 or more, and they are all ASHA-accredited programs. I personally did not apply to NOVA, but I did apply to another online program in addition to the on campus options, and ultimately I chose to go the route of 2-years on campus and done, but I was also considering a 3-year program where the first year is essentially part-time and the next two are more full-time, just "distance ed." I also looked at James Madison, which offers a distance ed option as well. They are ALL great, it's just a matter of what your learning style is, if you can be VERY self-managed, and how much time you would have to travel / spend on campus (usually some amount of time is required, even if it's just orientation).

Hi Emmalee, Since this is a forum primarily for graduate school admissions, it may not be the best place to ask about undergraduate admissions. I recall hearing a professor talk about undergrad admissions and how a low high school GPA is a predictor of someone's success in a COMD major; Since you will need around a 3.25 + (preferably higher) in order to get into grad school for COMD, schools are starting to be much more stringent on the requirements for undergraduate major admission. Your best bet is to contact the director of undergraduate studies within UOP's department and ask about admission requirements. They may even have this information posted on the department webpage. In the big scheme of things, 3 D's in and of themselves are not a "dream killer" as people say, but it will depend on what subjects they are in and if your other grades show marked improvement. Keep working hard, stay focused, and DON'T let senioritis get you. Best of luck to you!

I don't think there is a magic formula for any school, but based on numbers alone, your academic profile is great! Having leadership, honors/awards are good too. I see some related volunteer experience, as well. I mean, on paper as your post stands, you are going to be a great SLP applicant. The biggest thing you will need to focus on is convincing the admissions committee that you KNOW that SLP is the field you want. Add something personal about you, something that makes you stand apart. They're going to get TONS of applicants like you on paper, so make sure that you show what you bring to the potential class of 2016 (things that are unique, your own perspective, etc.) If you get a chance to go to any dept's info sessions and tours in the summer or fall, DO IT. I went to UNC CH's info session and highly recommend -- they give you a lot of things to consider for writing your SOP. They will tell you flat out that they are interested in YOU as a person, not just your numbers. Yes, you're smart, so is everyone else. Yes, you have leadership, so does everyone else. (quite literally with UNC's applicants) -- what makes you, YOU? What experiences do you bring to the table? If you majored in COMD, what other experiences have you added to your academic career that can set you apart from other candidates? In other words, they're going to see a lot of similar numbers, leadership, deans lists, etc, so what makes you special enough to make them want you in their class? Spend lots of time writing your SOP. Spend lots of time getting second and third opinions on it from people you trust, professors, and even visit your university's writing center if you can. You mentioned graduating a semester early -- what are your plans for the semester "off" (spring 2014)? Consider making those plans and writing about that in your SOP. Can you shadow an SLP in whatever environments you are interested in? Do you have 25 hours of observation that most schools require before you're allowed to be in their clinic as a grad student? Just some things to think about! This field has become highly competitive in recent years, and high numbers aren't "everything" anymore. As an example, the program where I am attending this Fall got over 250 apps for the distance ed program, and over 350 apps for the on campus program. 15 spots in distance ed, 24 spots in the on campus program. Above all else, be you... you don't want to get into a school that doesn't really fit you as a person. Many people get accepted where they never thought they would, and rejected where they never expected anything but an acceptance. FIT is key... look at what they are researching, if they have educational SLP or medical SLP focuses, what the course load is, where your internships are, before you apply; the status or ranking of the school is really secondary or tertiary to that.

I'm in my 6th year of teaching music and I am switching to SLP. I had several personal reasons I won't reveal online, but a big draw for me is the actual field -- after I started doing some research and LOTS of reading by researchers in the field, I found that I just had this hunger for the many areas that an SLP works in, everything from young to old, individual to small group, rehabilitation, and helping students long-term overcome things that cause great hindrance in their own participation in the society around them. Additionally, I have observed many students at all levels of K-12 as well as in skilled nursing facilities who desperately need the services of SLP. It is just astounding how many I could help if I could switch to the area of SLP rather than classroom music instruction, no matter what age group I taught (2 years at each level). Aside from my own dissatisfaction with music education and public or private school music education, I found that my career dreams are elsewhere and SLP fit that bill 100%. I have a huge passion for research in voice disorders as well as neurogenic disorders (widely apart, I know) - and I found programs with research going on in those areas as well as a few others (don't want to limit my possibilities since I'm a career changer). I also would like to eventually pursue a PhD. That's as much as I can say online in a public forum, as there are other reasons behind my change, but I am beyond thrilled to be starting on campus in the Fall ~ done in 2 years, and then we'll see!! If you are considering this drastic career change, here are some questions to ask yourself: 1) Are you dissatisfied with music education? In what way? Could that be changed if you got into a school with the "right" administration or the "right" philosophy? (if yes, then a drastic career change may be extremely difficult to stick with long-term; if no, because you are frustrated with the politics of classroom education or public school, have you explored private school at all, and would that be something to consider making a temporary educational career for a year?) 2) What about SLP inspires you? Can you pinpoint any particular areas of research that you just would like to read and read until you can read no more? 3) Are there areas of music ed that you would like to continue, and can you continue those aspects privately / personally? Sometimes the musician or the music teacher inside of us needs an outlet -- would you be satisfied with simply teaching a few private lessons, going in for contract-style work, singing/performing in community organizations, etc?

I would never wait on applying to other job opportunities, even if you are waiting to hear back from a job. If they don't call you before another company does, it's their loss. You have to look out for yourself, so keep applying and keep looking for the next opportunity. You should NOT hold out hope that you'll get the job and hold off applying for anything else... that's shooting yourself in the foot. That being said, if they said they'd notify you by a certain time, and they have not, I think you're within reasonable expectations to call them Tuesday (this is a holiday weekend) and see what's going on with the decision on the candidate for the job. Best of luck to you!

Quite a few people have gone the no-pre-req route and have gained acceptances into grad school, so don't let that issue deter you from pursuing your SLP dream! As many on here can probably tell you, there are programs everywhere that offer three-year programs or add on an extra semester or extra summer for people who are out-of-field. Since you can't do the pre-reqs where you are now, and are financially limited to take classes elsewhere, that may be the best option for you. I noticed in your original post that your GPA is "low" (you didn't say how low, but just an observation) -- that is a pretty big thing to focus on between now and your final semesters where you currently are in school. The cut-off for just about every single SLP master's program is 3.0, and while the schools accept a range of GPAs and GRE's (as far as the numbers go), they typically won't even look at applications that don't have GPA's at least at 3.0. Don't know if that's you, you didn't state what yours is -- but just do everything you can to raise that GPA, re-take courses that you did poorly in ONLY if it will actually replace the grade (if it just adds in but doesn't replace the old course grade, it may not be worth the extra cost of retaking the class). Whatever you decide to do with your human development major -- you are going to bring skills and knowledge to the table that a person majoring in CSD may not necessarily have, and you will be able to contribute to the diversity of the master's classes. So, that is a GOOD thing! If you can volunteer or get some observation hours in with a rehab clinic, SNF, hospital, or even watching an SLP work with children in a daycare, record all of that and remember to write about it in your SOP. Give your academic and personal profile the biggest boost you can without actually having the pre-reqs. PLENTY of people on these forums got in to really great programs (UC Boulder, for example) and are doing the three-year option. Best of luck to you, and keep persevering! With passion and a drive for what you want, you'll make it!!

UNC Greensboro also has a 3-year program. ASU, WCU, and UNC G have limited spots in the 3-year program, so they are actually more competitive. I got into App, WCU, and ECU - ultimately chose ECU on campus (although I was also accepted into the distance ed program) -- I am also coming from out of field. slpassion, even though you know you want to apply for CSD master's programs -- I would seriously consider knocking out the 6 to 8 pre-req classes for the programs you intend to complete applications. It is totally worth it. Add a class or two every semester, or even do a few classes over the summer and you'll be done. USU tuition is very affordable if you can't do the classes at your current institution. I was told by a prof on a campus visit that I would be a lot more competitive as an applicant with as many classes completed as possible off the pre-req list. You can always complete one to three classes that final summer (I am taking 3 classes this summer - 1 optional, 2 required), but definitely demonstrate your knowledge of the overall field plus your passion for learning SLP related stuff outside of your major. I applied everywhere in NC as well as USC Columbia, and got in almost everywhere (waitlisted at Greensboro and USC, rejected from UNC for not enough pre-reqs completed at time of application), so let me know if you have any questions or would like any advice I could offer specific to the universities where you are applying. I am SO looking forward to starting at ECU this Fall. The on campus class has been filled-- we have 24 students in my class and there is a mix of backgrounds / majors throughout the entire class. Diversity in everyone's personal and academic experiences is critical to most SLP programs now.

Congrats, krsmarie!!!! YAY!

Just FYI, "audiological rehab" might also be called "aural rehab" and they're the same thing. I did all my pre-reqs with Longwood Univ (which is in Virginia, out of state = $$$). Took language dev, phonetics, A&P, intro to audiology, and neurology; Two exceptions: articulation disorders (currently online with USU) and I am getting aural rehab with my grad school for the Fall online, but I could have taken that with USU as well. Have heard good things about all of the places offering online pre-req courses, so I really don't think you can go wrong. Tuition cost is the biggest differentiating factor. A starting point to finding the university you want to take with -- try ASHA edfind for all online masters programs -- many of those offer pre-reqs through the online forum as well. Longwood doesn't have proctored exams (And they make up for it by the content / coursework -- much more than what I have to do with USU, but USU has proctored, more high-stakes exams; depends on your learning / testing style). Oh -- and if you want to apply to UNC CH, make sure all pre-req courses are complete at the time of your application. Seriously, that's the only reason my app was rejected. I really liked another university better, but it still makes me sad, since it is my alma mater for both bachelors and previous masters degree!! South Carolina is more flexible on pre-reqs since they offer all pre-reqs during the summer sessions prior to the Fall. I am an NC native and I can boast about the GREAT weather we have in NC, and the proximity to the coast and the mountains... a little something for everyone. Several universities to choose from in NC as well. SC only has 2 ASHA-accredited universities, so there is a high number of applicants for only ~60 spots between the two universities; additionally SC State is technically a MSI (or HBCU), so the applicants may be drawn to the more well-known campus in Columbia, aka very competitive applicant pool. You also asked about distance ed programs -- again, that ASHA edfind -- online masters program search -- should give you a lot of results. Western Kentucky, East Carolina, South Carolina, Nova Southeastern, and James Madison U are just a few on the eastern half of the US I recall right now. They will all have different requirements of "on campus" time -- as little as none, and could be as much as a summer session. Just some things to consider. Best of luck with your journey -- it's TOTALLY worth it!!

Oh -- and as far as the $ amount for GA-ships : It depends on the school. If I get the GA position I want at ECU, I can get up to $4k per semester, which is applied directly to my student account. If I got the GA position at Western Carolina, it came with tuition remission (probably $8-$12k per year in total). So, check out each university where you apply to see what the GA positions pay. Best of luck!!!

Western Carolina offers GA's and scholarships about a week after you are accepted -- I was offered GA plus tuition remission plus an additional $1000 / semester scholarship -- all if I filled out the applications of course -- but from the dept's letter it sounded like only two or three people were selected to apply and they had funding for me if I wanted it. I know I would have loved having the financial support for school, but we already own a house somewhere else, and with the housing market, we knew we couldn't sell in time to make WCU happen.

I think East Carolina University does offer some scholarships - minimum 3.3 from undergrad to qualify and apply; since my UG days were a long time ago, my GPA doesn't compare to this year's graduates, so I wasn't eligible. They do offer some GA-ships and a research thesis grant for those who are selected from the on-campus students, but none for the distance ed program.

I think most schools use some kind of point system to establish a priority list, especially for a waiting list. I know at least one of the schools where I applied explained that every applicant is awarded points for each part of the application, which come into play when selecting who makes it to the "first round" of acceptances and who waits. People below a certain threshold of points don't make it to the waiting list, but I wouldn't think that adcomms would release the way they award points or what is emphasized for their programs. As far as rankings on a waitlist, it has been said on here that some schools have a ranked waitlist and they will tell you approximately where you are -- top 5, top 10, etc, but most don't give the exact ranking. Another school where I applied does a waitlist but denies doing any ranking (although they may not publicize it just so applicants stop calling after a while, who knows). As an applicant, all we have is supposition and whatever the grad school or CSD department will actually tell us... beyond that, it's a pretty tough world for us applicants. :-(

Exciting!!! congrats!! I'm pledged and decided on my school, but holding out hope that when the GA's and the Research grants are awarded over the summer, I will get one.. we shall see!! :-)

Which SLP / CSD program are you talking about? I'm sure there are people who can give you some insight! :-)

Congratulations!!! :-) Where?

I agree with the OP's sentiments as well as the quote above. I have some relatives who are engineers and graduated with a B.S. in some form of engineering. I have total respect for what they do! It isn't a field I wanted, and they are very passionate and hard-working in their careers. Ever since I decided I wanted to major in music performance in undergrad, and went for my Masters in teaching, it seemed like my life choices were inferior to theirs. There is no explanation I can give about the amount of hours of practicing, the hours of studying, and the difficulty of my juries that they will understand. There isn't a way to make music perf. and music ed have anything worthy of their respect. After teaching six years and my dream changing, I am now going for a MS in Communication Sciences and Disorders, and I am still, somehow, not worthy of any respect for my career choices from my engineering relatives. I don't care to be superior to them- thats the reverse of the problem we already have. Music ed, SLP and engineering are totally different fields, and all are necessary. I have simply decided to let it go. They will never see me as an intelligent person. They will never give me the validation that I crave, so I get that from my professional peers and colleagues and leave it at that. My need for validation can also be a personal reflection on how I have had to learn how to teach things besides music VERY quickly and without guidance, and finding success in my 4th and 5th grade math students test scores (yay!). It can also come from knowing that I am an expert in my field, and I see that in the resulting performances of my music students. So, maybe you can look for other ways to get that level of validation you crave, and allow the jerks, as you might think they are, to go their own separate way.

I prefer paper, but I'm a bit old-school. I also prefer to print stuff out and write on it, rather than try to play with the computer on doing the same in a paperless environment. That being said, I took a course last summer that had the option of a FREE e-book (with an expiration date of 2016, so LOTS of time) -versus a $175 textbook (found a used textbook for less than $100 on amazon, but still) -- I decided to go with the e-book route. Best features? It was searchable, I could flip to the glossary in a hot second, I had the option of only "saving" certain chapters on the ipad (could have saved them all, but I liked keeping track of what I was supposed to read for the week via downloading the chapters needed). I also like the ability to highlight - I don't highlight in my paper textbooks, because I use post-its, but post-it notes weren't an option, so the highlighting feature was nice. That being said, the rest of the courses I've taken this past year I chose to purchase the book. An e-book rental was available in 2 of the 4 courses, and I found the ability to flip back and forth quickly between diagrams, glossary, text material, etc, and give myself post-it notes as reference points REALLY helped. In conjunction with some internet searching, I found that I still liked paper textbooks better than e-books. I'm so old-school. ;-)

I have 6 years of teaching experience, a previous masters degree in teaching (no GPA's are assigned at UNC Chapel Hill), and a 3.26 from my B.Mus degree in 2006, when getting an "A" from your professors was more arbitrary than today's college courses (I can attest to that after taking online pre-req courses, where the way to an "A" was made clear). I volunteered / worked a lot during my previous undergraduate days, going on church mission trips abroad, working at children's music camps, serving in leadership for my music education student organizations, was also a leader in my career for the same organization. I also showed on my resume the MANY independent, self-motivated tasks I had to complete in my career as a band teacher and music teacher, which I think weighed heavily in my favor -- being a HS band director with a competitive band program is a lot more work than a regular classroom teacher. My GRE's weren't as great as others on here, but I only studied for about 2 weeks and decided if I got scores over 150, I wasn't taking it again. 157 V, 152 Q. My AW score was lower than I expected (got 6.0 the first time in 2005, but got 4.5 this time), but I didn't worry too much about it. I also had a 4.0 in pre-reqs when I applied. My prof's who wrote recommendations were very enthusiastic about writing them, which I really think helped me out. I got admitted to 4 of the programs where I applied (out of 7), waitlisted for 2, and rejected for 1 (didn't have enough pre-reqs complete at time of app to be competitive at UNC Chapel Hill). There isn't really a summary statement that says "this is what a successful SLP applicant looks like" -- we all come from varied backgrounds, and hugely different motivations. As a teacher-turning-to-SLP, I will tell anyone who is looking to do the same -- if your resume doesn't show that you've tried teaching at several schools with several age groups, it will look like you are just unhappy with the one school where you currently work. I have been cut by budgets, resigned due to wanting to be at one school (not itinerate), resigned due to ethics (I refuse to change grades after already giving generously where it was not deserved), and ultimately being sick of the politics of education and NOT being able to actually teach is driving me out. I've spent a lot of time researching the field of SLP, reading journal articles, and I also have experiences with family in SNF's. I'm not "rosey-colored glasses" about SLP -- it will definitely be a challenging field. It's a wonder that a PhD isn't part of the process to be a practicing SLP with the huge scope of practice!! I think showing that honesty, and accepting the challenge, is something professors want to see in your SOP's, as well as something about what makes you -- you.

Wow, you're going for the PhD program? I'm doing the MS program in CSD first- - planning to work a few years and pay back loans - then going for PhD -- although I may just go back right away for PhD if some miracle happens and an ECU prof wants me after I finish the MS! There is a facebook group for the MS program -- I don't know about PhD candidates, however. Check with your advisor / program head. I know Dr. Cox is big on facebook and is trying to connect current students and alumni online, but I don't know if the doctoral program would be interested in the same thing. Maybe another PhD student in CSD can come on here and tell you more? Best of luck ~ I'm sure we'll meet sometime next year. From what I hear, I'll be spending a lot of time in the allied health sciences building... :-)

The problem at UNC appears to be the grad departments delaying on the decision process... Actually, the real problem is the entity that sends out the official decisions. Many of the grad departments are not allowed to send out the decisions themselves; instead they issue a decision to the graduate school who then sends it to you. It is a darn shame but with the budget cuts NC has experienced in the past few years at the university level, all of those "extra" personnel that helped to make application season run more smoothly are now out of a job. If the way the grad school handles this process is enough to make you turn them down even if offered admission, its too bad... But from what I have been told, the professors and admissions people in each department or school are equally frustrated. I had to call four times about getting my application status and the department person told me they had sent out all offers of admission but that the graduate school was the only way they were allowed to communicate those offers, and I should be hearing shortly. After my fourth call /email, my decision was finally made available on the online site, and there is no evidence that my calls had anything to do with it actually being made available at that time, either. It's sad that a department of mostly clerical staff, not related to the academic disciplines for which we apply, have so much affect on admissions and in turn, may cost them some great MA and PhD students.

I have to get my 25 hours done before the fall or else my admission is automatically deferred to next fall. :-(. I am calling a local rehab center that serves a variety of populations, as well as the hospital. Also hoping to observe at a SNF but not holding out hope to get all of that done before July 15th. I won't be able to do the hours until after workdays end in June, so my time is limited as my hours log has to be turned in by July 15th. I teach full time now, and will get two to four hours with the school SLP between now and June, too.

If you are in the spring class of 2014, you are supposed to be okay with ASHA's old requirements. I was told that this change was for fall 2013 entry, and class of 2014 winter or spring class of 2015 and onwards at the UNC Chapel Hill info session I'm the fall. Your department advisor is probably the best resource on this since everyone knows ASHA is changing the requirements. I don't know who everyone contacted at ASHA, but I guess an email to double check couldn't hurt. :-)