queenleblanc

Mine are also different. Not much different, but what I typed in vs what is on the official report may not necessarily match when they get it. I think schools had me upload a copy of my unofficial score report, which backs up the numbers that I typed in. Like others said, with the new score system, I would bet that they are used to the percentile changing through the year.

As we near the time that we start hearing back on our applications... I'm thinking about what plan B options we have for those of us who absolutely HAVE to get in somewhere this coming year, or perhaps do not want to wait another full year to start an SLP program (i.e., start in the Spring 2014).  
 
Are there schools out there that have later application deadlines, rolling admissions, etc, with deadlines after April 15th?  What about spring admits for out-of-field (which seems rare), or, out-of-field with pre-reqs? 
 
 
February 1 and 15th seem to be popular app deadlines, and many of us should start hearing something around the end of February / beginning of March ... and 2nd round near the end of March... so I'm just trying to make sure I've checked every corner and every crack to make sure I can get in somewhere this fall (possibly spring if everything falls through).  
 
 
 
Thanks in advance for helping to restore my sanity ... Ha! 

UNC-CH, a top SLP and Audiology program, highly recommends USU for doing pre-req's so I wouldn't think that it being "online" would be a problem with getting accepted at any school. Most universities are recognizing that "online" is still intense and the material is the same. When online first started, it was a reflection into the internet forum of "course by correspondence" and universities didn't like the correspondence classes and used to make people re-take them. Now, the online format can be just as rigorous if not more intense, because the level of work required to ensure mastery of the material.

Good luck!

As an educator, I want to add a few things for you to consider. 
 
1. Any "supervisor" (advisor, administrator, professor, etc.) wants to see you try things that they find to be successful.  When you show them that you are trying their way but with your own style, they see you as a success.  
 
2. If you are feeling friction and feel like it's because of age or family differences, it could be a self-imposed "rationale" you are creating.  We always see things through the lens of our personal experiences and the life around us.  Perhaps it is really you making these comparisons about marital status or family status because you feel defensive after hearing criticism.  
 
3. It is possible that the friction is actually REAL.  The advisor/prof may realize that they are younger than you (the student), and that automatically creates a sense of "I have to show them that even though he/she is older, I am the expert in the room."  I've been in that position -- teaching people who are actually older than me and more experienced in other aspects of life, and it's a challenge to be the expert without coming across the wrong way.  Try telling them that you feel as though you are singled out for criticism at times and would appreciate all the ideas they have to offer but perhaps a more private setting for criticism (rather than in front of your peers) would be easier for you to hear.  We ALL have sensitivities in this area - around our peers, we want to feel confident, we want them to see how smart / good / put-together we are.  
 
4. Don't look at the praise of your peers versus the criticism of your work as a competition, or as a peer-against-peer thing.  It is work, part of your graduate training ... and ultimately your advisor WANTS to make you better.  If I had a professor willing to give me constructive criticism that would make me better, while only offering positive reinforcement to my peers, I would be grateful for the opportunity to improve.  In my K-12 teaching career, there were times that I was DYING to hear things that would make me a better educator.  I also had times where my peers got "empty" critiques and I felt like my critiques had a lot of meat in them (things I could really learn and change).  
 
5. You WILL develop your own style -- but part of the graduate experience is that you learn THAT school's philosophy, etc.  You don't have to buy the whole kit and kaboodle as far as assimilation, but they want to see you as a ____ (school name) university scholar that they can brag about.  
 
 
I don't know if this offers any insight that you can take to heart.  Do try to put the shoe on the other foot and see it from your advisor's perspective, and remember that it isn't really supposed to be "personal."  We ALL have a tendency to take things too personally.  Appreciate the opportunity to make yourself better, and if you feel unjustly criticized, back it up in a private discussion (rather than in front of your peers).  The maturity will be appreciated by your advisor and will speak volumes of your character.  
 
Good luck!  

As an educator, I want to add a few things for you to consider. 
 
1. Any "supervisor" (advisor, administrator, professor, etc.) wants to see you try things that they find to be successful.  When you show them that you are trying their way but with your own style, they see you as a success.  
 
2. If you are feeling friction and feel like it's because of age or family differences, it could be a self-imposed "rationale" you are creating.  We always see things through the lens of our personal experiences and the life around us.  Perhaps it is really you making these comparisons about marital status or family status because you feel defensive after hearing criticism.  
 
3. It is possible that the friction is actually REAL.  The advisor/prof may realize that they are younger than you (the student), and that automatically creates a sense of "I have to show them that even though he/she is older, I am the expert in the room."  I've been in that position -- teaching people who are actually older than me and more experienced in other aspects of life, and it's a challenge to be the expert without coming across the wrong way.  Try telling them that you feel as though you are singled out for criticism at times and would appreciate all the ideas they have to offer but perhaps a more private setting for criticism (rather than in front of your peers) would be easier for you to hear.  We ALL have sensitivities in this area - around our peers, we want to feel confident, we want them to see how smart / good / put-together we are.  
 
4. Don't look at the praise of your peers versus the criticism of your work as a competition, or as a peer-against-peer thing.  It is work, part of your graduate training ... and ultimately your advisor WANTS to make you better.  If I had a professor willing to give me constructive criticism that would make me better, while only offering positive reinforcement to my peers, I would be grateful for the opportunity to improve.  In my K-12 teaching career, there were times that I was DYING to hear things that would make me a better educator.  I also had times where my peers got "empty" critiques and I felt like my critiques had a lot of meat in them (things I could really learn and change).  
 
5. You WILL develop your own style -- but part of the graduate experience is that you learn THAT school's philosophy, etc.  You don't have to buy the whole kit and kaboodle as far as assimilation, but they want to see you as a ____ (school name) university scholar that they can brag about.  
 
 
I don't know if this offers any insight that you can take to heart.  Do try to put the shoe on the other foot and see it from your advisor's perspective, and remember that it isn't really supposed to be "personal."  We ALL have a tendency to take things too personally.  Appreciate the opportunity to make yourself better, and if you feel unjustly criticized, back it up in a private discussion (rather than in front of your peers).  The maturity will be appreciated by your advisor and will speak volumes of your character.  
 
Good luck!  

1- set aside an equal amount every month that you can afford to pay on the debt.  Start at $25 a month, and if you go more than that, make sure that you can maintain that payment consistently throughout your PhD program should you go that route.  Not sure how to do $25 a month?  Take away your starbucks or other unnecessary expense.  Start a pocket-change jar.  When you have an extra $5 in your wallet, instead of spending it at the local fast food joint, put it in an envelope or jar labeled "debt relief" or something like that, so you don't touch the money.  Carry snacks with you instead of hitting up the vending machine.  Pay a little bit on your loans once you have accumulated the extra $25.  The satisfaction you feel from making even that small payment one time will help you to keep it going.  And you'll save hundreds or more in interest down the road. 
 
2- once you have income from a part-time job, or start working full-time, create your budget and try the Dave Ramsey "snowball" debt plan.  Pay as much as you can on the lowest debt that you owe, and when that is paid off, roll that payment into the next lowest debt that you owe.  Google search for 'Dave Ramsey total money makeover' to learn more about it.  I know a lot of people that find success with this plan, and my husband and I are also having a lot of success with it.  We have already paid off several debts that would not have been paid off until 2016 if we kept the payment amounts that were scheduled.  
 
3- remember that you're still in school and if you go to the PhD program, you will STILL be in school for some considerable time.  Pay what you can, but remember that the full-time job that supplies you with the income to pay your loans will eventually come.  :-) 

Technical points: (unless otherwise specified)
2 pgs, double-spaced
1" margins
name in the header on BOTH pages
page numbers on BOTH pages
(SOP's are often printed out by an admissions officer clerk, and you can make it easy for them by over-labeling)
I also included the name of the school / admissions office address (etc) on the top of my front page as a reference for every SOP I wrote (did 7 applications, so this helped me to keep them straight)
 
Advice from SLP admissions committee professors:
-Stick to the topic or prompt ; show your personal style in your writing, but don't be too "flowery" or over the top or they won't take your SOP seriously
-If no prompt, you need to show that you are interested in THEIR program -- not just the SLP field -- something that is specific to their research areas, focus areas, internship or externship opportunities, the location of the university, etc.
-Don't be afraid to show your personality.  They get TONS of application essays (400+ in many cases), and you want yours to stand out -- mention something about you as a person, what makes YOU, you.  If you have life-changing experiences that led you to the point of applying for this field, mention those.  Some departments are more interested in the academic side of you, so beware of putting too much into this part, but definitely show YOU in the essay, and you will stand out for who you are.  
-If you have any areas of interest that you must include in order to be eligible for scholarships, grants, or research assistantships, be SURE to include those.  Check to see if an extra essay is required for any of those opportunities.  
 
Definitely get it proof-read, and then STILL, you proof it again.  I missed "led" on one of my essays (the "l" was deleted) and was glad to catch it before submitting.  It seems like a small, mundane detail, but imagine being on the admissions committee... you receive essays with one or two typos, and they automatically go in the "maybe" pile, or even the "no" pile.  The competition is fierce!
 
Good luck!! 

Start here: http://owl.english.purdue.edu/owl/resource/642/1/

I would be wary about reading too many other personal statements. There are many threads of advice on this topic already, and someone pointed out that if you read too many other personal statements, it becomes tempting to make your SoP a mash-up of the ones you have read. I can understanding wanting to get a sense of what other people write, and there are a few samples on the website I gave you. This is your chance to show schools why you want to be an SLP, and why they should want you in their program. Show that you have researched their program and you know why you will be a good fit for them. A good rule for length if they don't specify is about 500 words, or about two pages double-spaced.

I found it helpful to write several different drafts, and then edit them and combine them into a final draft, which I then gave to my sister, a professor, and a classmate to read over. I found it helpful to get all that feedback, but was glad I had done the preliminary work by myself to make sure the statement was mine and written in my voice.

Some other resources:

http://www.uofaweb.ualberta.ca/caps2/pdfs/CAPS_Personal_Statement.pdf

A recruitment weekend is usually like an information session, sometimes lunch, school or dept tour, etc.  I did my M.A.T with the UNC -CH School of Education and I did not do the recruitment weekend, but I also did my undergrad (B.Music) at UNC so I was very familiar with the school.  I went to a recruitment weekend at USC (Columbia) for my upcoming application in M.S. in Speech-Language Pathology, and it really helped me to get to know what the department offered as far as research, areas of focus, etc.  I recommend it if you are applying at a school where you just aren't very familiar with everything.