Graduate Open House
The next CSD Open House will be held on March 16. Visit with faculty, talk with current graduate students, tour the clinic and CSD resource rooms, and learn about the admissions process and funding opportunities.
Why Choose Saint Rose for Communication Sciences & Disorders?
Our program is nationally accredited: The master’s program (M.S.Ed.) in Speech-Language Pathology offered by the department of Communication Sciences and Disorders (CSD) at the College of Saint Rose is currently accredited by the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA), 2200 Research Blvd, #310, Rockville, Maryland, 20850, 800-498-2071 or 301-296-5700. The program is accredited through July 31, 2025.
Our graduate program in Communication Sciences & Disorders is marked by the diversity of training of faculty members who are recognized nationally as experts in fluency disorders, language disorders in children and adults, voice disorders, and medical aspects of communication disorders. They are dedicated to the preparation of professionals who are knowledgeable about cutting edge clinical research, are sensitive to issues of cultural diversity, and are effective clinicians and advocates. In addition, faculty foster values related to integrity and ethics, academic excellence, lifelong learning, collegiality and community service.
The clinical component of the program incorporates practical training at the College’s on-campus Pauline K. Winkler Speech-Language-Hearing Clinic, located in the Joy S. Emery Educational and Clinical Services Center as well as placements in many community-based practicum sites, including major hospitals, rehabilitation centers, nursing homes, preschools, public schools, and private practices. Our graduates are successful in gaining employment within one year of graduation, passing the national exam (i.e., the PRAXIS), and in completing the graduate program on time. See the informational tables for a three-year trend analysis. Students’ professional development is encouraged through attendance at Communication Sciences & Disorders program meetings and by participation in the on-campus chapter of the National Student Speech-Language-Hearing Association.
The College of Saint Rose graduate program in Communication Sciences & Disorders is designed to provide future speech-language pathologists with the professional expertise and sensitivity they need to handle the challenges of the field. The program is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA) through July 31, 2025 and is approved by New York State Education Department to license speech-language pathologists and to certify teachers of students with speech and language disabilities.
This professional education program is recognized by their respective Program Associations and satisfies the academic and clinical requirements for ASHA certification, NYS license, and NYS teacher certification (Teacher of Students with Speech and Language Disabilities).
How to Apply
The College of Saint Rose uses the CSDCAS national application system to review all applications to this graduate program.
Your CSDCAS application must be submitted and all supporting documents (statement, resume, recommendations, transcripts, GRE scores) received by the following dates for each semester:
Spring 2019: September 15, 2018 at 11:59pm
Fall 2019: January 15, 2017 at 11:59pm
Applicants are encouraged to submit their materials as soon as possible. CSDCAS will need to verify your documents before they become available to Saint Rose faculty. This may take a minimum of three weeks. Please submit your application and supporting documents early.
What to Submit
- Go to the CSDCAS website and complete the online application.
- Submit the statement of purpose, resume, GRE scores, recommendation letters and transcripts from all colleges you have attended (undergraduate, graduate, transfer, AP scores, etc.) directly to CSDCAS.
- GRE scores can be submitted directly from ETS to CSDCAS using the Designated Institution (DI) Code 0048.
- Applicants can view the status of application materials submitted to CSDCAS by logging in to their online application.
- Do not wait to submit your CSDCAS application, it takes time for their staff to verify your application which can delay your application being reviewed by faculty.
Communication Sciences & Disorders Program
Communication Sciences & Disorders
For more information about the Communication Sciences & Disorders department, please click on the above link to be directed to their website.
Contact Graduate Admissions
Phone: (518) 454-5143
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Visit Graduate Admissions at: 919 Madison Avenue, Desales Halll
Office of Graduate Admissions and Continuing Education
The College of Saint Rose
432 Western Avenue
Albany, New York 12203
This degree satisfies the academic and clinical requirements for the American Speech-Language-Hearing Association (ASHA) Certificate of Clinical Competence and New York state licensure as a speech-language pathologist as well as a certification as a teacher of students with speech and language disabilities.
All students must complete requirements for New York state teacher certification. These include a public school practicum, as well as the required educational workshops and liberal arts and sciences courses.
Students must take or demonstrate that they have completed the necessary undergraduate coursework in communication sciences & disorders and the liberal arts. Teacher certification requirements also include 9-11 credits of general education course work including foundations of education, educational psychology, and human development.
Graduates of the Communication Sciences & Disorders program are prepared for careers as speech-language pathologists (SLPs) in schools (Pre-K -12), hospitals, nursing homes, private practices, and other clinical agencies or settings.
They also may pursue research opportunities or enroll in doctoral studies. In addition, graduates may work as speech-language pathology supervisors and clinical administrators in colleges and universities after gaining 3-5 years of professional experience.
The job market in speech-language pathology is strong and some students in the Saint Rose program are finding employment immediately after graduation. Data suggests that over 95% are finding employment in the field within one year of graduating. See informational tables.
- National Student Speech-Language-Hearing Association (NSSLHA)
- New York State Speech-Language-Hearing Association (NYSSLHA)
- New York State Teacher Certification Exams
All students must be fingerprinted prior to their first clinical experience and should do this upon entrance to the program. Students who have already completed this process through their undergraduate program, should provide evidence to the Director of Clinical Services.
Graduate students in the Saint Rose Communication Sciences & Disorders program complete a sequence of clinical practicum courses, assigned by program staff, during which they work with both children and adults. The program applies an Apprenticeship Model for Clinical Supervision that focuses on the ongoing development of clinical skills throughout a student’s program of study.
For those students who have at least 25 hours of clinical clock hours at the undergraduate level, the first graduate practicum is completed on campus during the first or second semester of the graduate program. Students who do not have those 25 hours must fulfill the undergraduate clinical practicum, CSD 370, before doing their first graduate placement. In addition to the on-campus clinic, the program is affiliated with over 200 clinical and educational facilities, giving students the opportunity to gain experience in a wide variety of settings.
Students must complete a minimum of 400 clock hours of clinic work, with 325 of these hours at the graduate level. Completion of a masters’ degree in this major fulfills ASHA’s academic and clinical requirements toward the certificate of clinical competence.
The Department of Communication Sciences and Disorders at The College of Saint Rose embraces a philosophy of clinical service delivery that is consistent with the ethical standards, scope of practice, and current standards of practice of the American Speech-Language-Hearing Association and the Council of Academic Accreditation. It is our goal to serve individuals with communication disorders in the most effective and humane manner possible and to ensure that our students commit themselves to this fundamental clinical value. Achieving this goal requires acquisition of a large number of clinical skills and competencies, and their flexible application to meet varied clinical needs.
VALUES: In addition to teaching these basic skills and competencies, our campus clinic and clinical training program advocate and teach an approach to clinical service that is centered around the following values:
- Contextualized/Functional Intervention: Knowing that skills that are taught outside of the functional contexts of people’s lives are predictably not effectively integrated into those lives, intervention is designed to incorporate an appropriate sensitivity to the individual’s real world. This includes using real-world interests and activities as the context of therapy as well as creating partnerships with real-world people so that intervention is integrated into that real world.
- Focus on Strengths: Clinical intervention is not simply a process of identifying deficits and engaging the client in a program of exercises to remediate the identified deficits. Intervention focuses as much as possible on the individual’s strengths, because people are more than collections of deficits and also because strengths can be used to compensate for ongoing disability.
- Integration of Clinical and Academic Training: The Department of Communication Sciences and Disorders promotes integration of clinical and academic training by infusing a practical clinical orientation into the academic program and by facilitating the application of knowledge acquired in courses within clinical training experiences. To this end, all of the members of the academic faculty also supervise student clinicians and apply this clinical philosophy.
- Student Clinicians as Problem Solvers. The focus of the clinical training program is less to equip students with therapy programs and curricula, and more to train them in the skills of clinical analysis and critical thinking so that they will be in a position to flexibly create appropriately customized programs of intervention for the individuals they serve.
- Clinicians as Agents of Change in Human Development: Because of the pervasiveness and importance of communication in the lives of people, clinicians must see themselves in the broad context of promoting growth and maturation in the clients they serve. In its broadest terms, therapy for individuals with communication disorders implies an invitation to them to participate in the complete domain of life memberships.
ROLES: To implement all of the components of this clinical philosophy, student clinicians must acquire more than technical knowledge and clinical competencies; they must also perceive themselves as playing a variety of clinical roles and execute these roles skillfully. In addition to the traditional medical, educational and training roles associated with diagnosis of a communication impairment and symptom-oriented treatment of that impairment, clinicians must also creatively and flexibly play substantially different roles, including:
- Consultant: Clinicians serve as consultants to everyday people in the client’s life, and also to clients themselves, providing them with the technical assistance they may need to achieve their own goals and objectives;
- Coach: Because the clinical process extends beyond diagnosing an impairment and implementing a treatment program designed to remediate the impairment, clinicians must use the skills of a coach to inspire their clients to achieve lofty goals, to help their clients to identify their real-world obstacles, and to work with the clients to create a “game plan” that will enable them to achieve real-world success.
- Model Communicator: Clinicians show clients the way to improved communication in part by serving as models of exceptional communication, thereby inviting the client to serve an apprenticeship in communication with them.
- Counselor: The goals of empowerment and self-realization as communicators are achieved in part by clinicians using the skills of clinician-counselors, helping clients understand their strengths as well as their needs, the resources available to them to achieve their goals, and their responsibilities in achieving those goals.
These varied roles are played within the context of (a) flexible judgments about how best to serve individual clients and (b) commitment to the unique professional contributions made by each member of professional teams that serve individuals with communication disorders, possibly necessitating referral to other professionals or agencies.
Clinical Disorder Areas (ASHA, 2005)
Students must accrue hours in ALL disorder areas across the lifespan in prevention, evaluation and treatment.
- Voice and Resonance
- Receptive and Expressive Language
- Cognitive Aspects of Communication
- Social Aspects of Communication
- Communication Modalities
Required Clinical Practicum Sequence
CSD 580 2 cr. First Practicum
CSD 581 2 cr. Clinical Practicum Seminar (taken concurrently with CSD 580)
CSD 583 2 cr. Advanced Practicum One (only if student has completed student teaching at the UG level)
or CSD 587 2 cr. Advanced Practicum in the Public Schools
CSD 585 2 cr. Advanced Practicum Two (Adult Placement)
CSD 586 1 cr. Supervised Practicum in Fluency Disorders
CSD 589 1 cr. Specialty Clinics
The Communication Sciences & Disorders faculty is nationally and internationally recognized for its scholarly work in a variety of areas, including stuttering, neurogenic communication disorders, augmentative-alternative communication, voice, and speech sound disorders for the speech-language pathologist. Faculty scholarship is actively integrated into the department’s curriculum affording you the opportunity to work closely with a team of experts. While teaching and supervising student-clinicians is the first priority of our professors, faculty members also hold leadership positions in state, national and international organizations, helping to set policy for New York state and the nation. Communication Sciences & Disorders majors are encouraged to take an active role in departmental policy-making through involvement in NSSLHA, the fall and spring program meetings and representation at weekly faculty meetings.
Dave DeBonis, Ph.D.
Specialty: audiology, educational psychology
Jim Feeney, Ph.D.
Communication Sciences & Disorders
Specialty: developmental disabilities, literacy, augmentative communication, traumatic brain injury
Julia Unger , Ph.D.
Specialty: Stuttering, Fluency issues
Robert Owens, Ph. D.
Specialty: language development, language disorders, literacy, diversity, and early intervention
click here for website
John Pickering, Jr., Ph.D.
Specialty: voice, speech and hearing science
click here for website
Anne Toolan Rowley, Ph. D.
Specialty: language development, school age and written language disorders
click here for website
Deirdre Muldoon, Ph.D.
Elizabeth Baird, M.A., CCC-SLP
Marisa Bryant, M.S., CCC-SLP
Preschool Early Intervention Supervisor
click here for website
Sarah Coons, M.S., CCC-SLP
Primary College Supervisor
click here for website
Elaine Galbraith, M.S., CCC-SLP
Preschool Early Intervention Supervisor
click here for website
Julie Hart, M.S., CCC-SLP
Director of TBI Medicaid Waiver Services
click here for website
Barbara Hoffman, M.S., CCC-SLP
Winkler Center Coordinator
Jacqueline Klein, M.A., CCC-SLP
Director of Clinical Services/Clinical Supervisor
Melissa Spring, M.S., CCC-SLP
Insurance Coordinator/Clinical Supervisor
Colleen Fluman, M.Ed., CCC-SLP
Early Intervention/Preschool Coordinator
Robin Anderson, M.S., CCC-SLP
Lottie Dunbar, M.S., CCC-SLP
TBI Program Clinical Supervisor
Jessica Evans, M.A., CCC-SLP
CSD Placement Coordinator/Clinical Supervisor
Juli Schaller-Smith, M.S., C.A.S.
Preschool Services School Psychologist
Zhaleh Lavasani, M.S., CCC-SLP
CFY Speech-Language Pathologist
Lynn Stephens, M.S., CCC-SLP
Early Intervention/Preschool Service Provider
CSD Frequently Asked Questions
Frequently Asked Questions About the CSD Graduate Program
1. What is the program’s accreditation status?
The master’s program (M.S.Ed.) in Speech-Language Pathology offered by the department of Communication Sciences and Disorders at the College of Saint Rose is currently accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Blvd, #310, Rockville, Maryland, 20850, 800-498-2071 or 301-296-5700. The program is accredited through July 31, 2017.
2. I have heard that the department of Communication Sciences and Disorders is qualitatively different from other programs. Can you explain why this is so?
Yes. The department has, for the past 35 years, effectively prepared master clinicians by developing in them a unique combination of clinical, academic, and research knowledge, as well as interpersonal and advocacy skills. The department’s philosophy of clinical service delivery is consistent with the ethical standards, scope of practice, and current standards of practice of the American Speech-Language-Hearing Association. It is our goal to serve individuals with communication disorders in the most effective and humane manner possible and to ensure that our students commit themselves to this fundamental clinical value.
Some specific features of our program that appeals to students include: small class size, “smart” classrooms, faculty approachability, broad level of faculty expertise, diversity of clinical placements, faculty involvement in clinical work, new on-campus clinic, and an active NSSLHA group. Distinctive department programs include: Council of Fluency, Voice Modification for People in the Trans-gendered Community, Support Group for Individuals with Neurogenic Communication Disorders, Preschool and Early Intervention Services, Communication Services for Adolescents who have Emotional and Social Issues, and a growing TBI program.
In addition, the department is part of a College that has long been dedicated to promoting academic excellence, developing a caring, diverse community, and empowering individuals to improve themselves and the world around them. Also, the department is part of The Lally School of Education which is known for its emphasis on promoting academic rigor, creating life-long learners, fostering collaboration, and developing strong personal and professional values. The school also values its long-standing engagement in the urban community and the important role this plays in expanding educational opportunities for our students.
The College of Saint Rose is a vibrant community that offers a variety of scholarly, cultural, and entertainment activities to all. These include music and art shows, theatre, lectures on a wide range of topics, and NCAA Division 2 Inter-Collegiate sports.
3. What services are available for students who have special needs?
Offices within the division of Student Affairs coordinate programs designed to support students and enhance their academic experience. Services include tutorial support, counseling for HEOP and ACCESS students, co-curricular programs and activities, services for disabled students, Multicultural Affairs, and the Academic Support Center. Please see the catalog for additional information.
If you are a student with a documented disability and require academic accommodations please register with the Director of Services for Students with Disabilities, located in the Academic Support Center on the 2nd floor of St. Joseph Hall (campus extension 2335 or 337-2335, off campus) for disability verification and for determination of recommended reasonable academic accommodations. After you have made arrangements with that office, please see me to discuss your accommodations. Please remember that timely notice will help avoid a delay in your receipt of accommodations.
4. What is a typical schedule for a graduate student in CSD?
Effective Spring, 2013, the graduate program requires completion of 56 credits in CSD academic and clinical coursework. Students who have met the requirements for New York State certification as a Teacher of Students with Speech-Language Disabilities at the undergraduate level may complete the program in five to six consecutive semesters. This means that a typical student would take 10 to 12 credits each semester. This usually includes a combination of courses and clinical practica. Graduate classes meet in the late afternoon or evening and most clinical placements are during the day. Most of our students pursue their degree on a full time basis, but part-time attendance is also an option. Data collected over the past three years suggests that 98% of our students complete the program within the expected time frame. It is the policy of the department to do everything reasonably possible within ASHA and College requirements and through class and practicum scheduling to prepare students to graduate within the published expected time frames (i.e., 5-6 semesters for those who do not need pre-requisite coursework or 7-9 semesters for those who need such course work). To accomplish this, the department, for example, adds sections of courses and creates independent learning opportunities as necessary. Analysis of data reveals that any failure to complete the program during the published expected time frames was due to personal student factors/decisions such as illness, family emergencies, pregnancy, need to repeat coursework or clinic, or desire to attend part time. Please refer to the following table for specific data.
5. Does the department use any type of electronic communication system to help keep students updated on the department’s policies and procedures?
Yes. For the past several years, the College has been using Blackboard which is a very good way to communicate to students. The department has a number of documents housed in Blackboard for ease of availability for students. Also, faculty members are more frequently using it to post assignments and readings in an effort to use less paper.
6. What types of opportunities exist for students to do research within the department?
The department offers students various opportunities to do research. First, students who are interested in doing original research may, with the permission of the department, complete a master’s thesis, which satisfies six credits of elective coursework. Second, independent studies are available to students who would like to focus on the available research in an existing content area. Third, students who are eligible for graduate assistantships typically engage in research with a faculty member on a selected topic. Fourth, CSD 601 is designed for students who want to work with a faculty member on research projects. Finally, in the past our department has had many students who have presented research at the New York State Speech-Language-Hearing Association Convention and at ASHA and a new fund has been established to defray the costs for students who travel to present research.
7. Does the department have a student organization?
Yes. The College of Saint Rose has an active chapter of the National Student Speech-Language-Hearing Association (NSSLHA) with undergraduate and graduate members. The club’s goals are to benefit its members by promoting opportunities for continued education and chances to form meaningful relationships with students and professors in the Communication Sciences and Disorders major. Some NSSLHA-sponsored activities include a student-faculty dinner, monthly speakers at meetings, and events, such as the Mini-Convention and Grand Rounds, which promote education and awareness on select topics. The club also aims to keep its members informed about outside events related to the fields of Speech-Language Pathology and Audiology such as the ASHA and NYSSLHA conventions.
8. What clinical opportunities are there for graduate students?
Over the past 30 years, the department has developed excellent contacts in the community that allow students to engage in challenging and rewarding clinical opportunities across a wide range of disability areas and ages. At last count, the department has access to approximately 300 placement sites.
9. Is it difficult for students to meet the ASHA requirement of 400 clock hours?
In order to assist students in accruing the required 400 clock hours, the program offers 10 clinical credits spread over 5 practica (3 on-campus and 2 in the community). The on-campus placements include CSD 580 (in our on-campus clinic), CSD 586 (Council for Effective Communication) and CSD 589 (Specialty Clinics). CSD 587 (child placement which may be student teaching for those requiring it) and CSD 585 (adult placement which may be in a hospital, nursing home or with persons with developmental disabilities) comprise the off-campus practica. Students complete academic coursework and clinical practica concurrently over five to six full-time semesters. With graduate courses being offered at 4:30 and 7:15 p.m., students are able to participate in practica during the day.
10. Does undergraduate clinical work count toward the 400 clock hours?
Supervised observation hours (25) also count toward the 400 clock hours. ASHA requires that at least 325 clock hours of the 400 be accrued at the graduate level.
11. If my undergraduate degree is in something other than CSD, am I still eligible to apply for the graduate program?
Yes. A number of our applicants have bachelor’s degrees in other fields and apply to our graduate program. If accepted, these students take undergraduate pre-requisites before beginning graduate coursework. These courses may be taken here at The College of Saint Rose or equivalent coursework can be taken at another institution and then transferred into the College. The pre-requisite course work involves content in phonetics, anatomy and physiology, speech sound disorders, audiology, language development, language disorders, voice/fluency, clinical methods, and clinical practicum. The total number of pre-requisite credits is 33. Students who need pre-requisite coursework typically add semesters onto their time here, depending on the number of courses they need.
12. Is it possible to take these undergraduate pre-requisites as a non-matriculated student before applying to the graduate program?
Yes. It is important to note that many institutions, including Saint Rose, limit the number of courses a student may take at a non-matriculated basis. In the CSD department, students may take the following courses on a non-matriculated basis: CSD 100, CSD 109, CSD 204, and CSD 240.
13. Might other courses (in addition to my CSD courses) be required as part of the graduate degree?
Yes, depending on what courses you have taken previously. For example, ASHA requires one course each in biological science, physical science, math, and social/behavioral science. Also, in order to be eligible for teacher certification, students must show evidence of course work in education, educational psychology, and the liberal arts. The New York State Education Department also requires educational workshops, and successful completion of two state certification exams. If you will need additional coursework, this will extend the typical five to six semester timeframe required to complete the program. (See advisement materials for details).
14. Can I apply to the graduate program at any time or are there specific admissions deadlines?
There are two application deadlines each year: February 1st for summer and fall semester admission and October 1st for spring semester admission.
15. How are admissions decisions made?
An admissions committee is made up of members of the department. This committee reviews all files that meet the minimum criteria. Some students will not be accepted, typically based on some combination of the following: low grade point average, letters of recommendation that do not address their ability to do scholarly work, and a poorly written personal statement. The majority of the applications whose files are competitive will be invited to the College for an interview. These interviews also include a spontaneous writing sample. Once the interviews are completed, students are notified of the committee’s decision in writing.
16. What data does the department collect regarding the following: a) the number of students who complete the program, b) the number of students who complete the program in the expected time frame, c) the pass rates for the Praxis exam, and d) the number of graduates employed in the profession within 1 year of graduation?
Please click on this link for specific data: Informational Table
17. Do students graduating from the CSD department have success in finding employment in the field?
Yes. Data provided from interviews with graduating students and surveys completed by former students reveal that over the past three years, 95% found employment in the field within 2 months of graduating. It is common for students to secure employment prior to graduating as a result of their successful clinical placements. Students are employed in a variety of geographic locations in the US and in Canada.
18. What kind of financial aid is available?
The College of Saint Rose is a member of the Federal Family Education Loan (FASA) program. By filling out a FAFSA, all graduate students are considered for a Federal Stafford Subsidized Loan and a Federal Stafford Unsubsidized Loan. Eligibility for the Tuition Assistance Program (TAP) and Pell Grant is determined by specific formulas established by appropriate state and federal agencies. The Office of Graduate and Continuing Education Admissions also awards a handful of very competitive scholarships. In addition, approximately 80 graduate assistantship positions are sponsored by the College. Both the scholarships and assistantships require additional applications, which can be found online at the Graduate Admissions website.
19. When can I visit campus?
The Office of Graduate and Continuing Education Admissions hosts on-campus information sessions for interested students. Information sessions provide general information about The College of Saint Rose and how your educational needs may be met through our programs. Counselors and College representatives will be available to answer questions, give tours, and introduce you to the application process. Students are also invited to visit the campus at their convenience by scheduling an appointment with the Office of Graduate and Continuing Education Admissions.
20. What kind of housing is available in Albany?
With over 60,000 students calling the Albany area home, it is easy to find housing that meets your needs and budget. Housing options in Albany range from brownstones in downtown Albany neighborhoods, to garden apartments in the surrounding suburbs. The Office of Campus Life hosts an off-campus housing webpage where students can search for apartments and roommates. Additionally, University Heights College Suites offers student apartments at a fixed monthly rate.
21. What is it like to live in Albany?
The College of Saint Rose is located in the capital of New York State, so there are many things on- and off-campus to discover. Campus clubs and organizations host numerous speakers, musicians, artists, and trips throughout the year. The Albany area is home to numerous festivals, parks, museums, restaurants, and theatres. If you like to shop, Crossgates Mall is the third largest mall in the state and is minutes from campus. The College of Saint Rose is also less than an hour drive from Saratoga and Lake George, as well as many other outdoor recreation areas.
Final evaluation is based on satisfactory completion of all requirements, including courses, seminars, and clinic experiences. In addition, students must take a final comprehensive examination or write a thesis approved by a department thesis committee. ASHA requires successful completion of the PRAXIS content specialty exam in speech-language pathology.
Graduate Coursework (56 credits) * Effective for students entering Fall, 2012
14 REQUIRED COURSES (40 credits)
CSD 522 Voice Disorders (3 cr)
CSD 524 Language Disorders: Infants, Preschoolers and People with Developmental Disabilities (3 cr)
CSD 525 Language Disorders: School Age Children and Adolescents (3 cr)
CSD 530 Language Disorders in Adults (3 cr)
CSD 533 Fluency Disorders (3 cr)
CSD 535 Motor Speech Disorders (3 cr)
CSD 536 Swallowing and Its Disorders (3 cr)
CSD 537 Acquired Cognitive Communication Disorders (3 cr)
CSD 545 Clinical Applications from Speech and Hearing Science (3 cr)
CSD 548 AAC and Clinical Applications of Technology (3 cr)
CSD 575 Counseling for Communication Disorders (3 cr)
CSD 590 Graduate Capstone: Evidence-based Clinical Decision –Making in CSD (1 cr)
CSD 593 Research Methods in Human Communication Disorders (3 cr)
CSD 594 Clinical Speech Sound Disorders (3 cr)
ELECTIVE COURSES (minimum of 6 credits)
CSD 523 Rotation in Otolaryngology (0-1 cr)
CSD 550 Topics in Medical Aspects of Communication Disorders (3 cr)
CSD 579 Language and Hearing (3 cr)
CSD 596 Institute in Literacy for SLPs (3 cr)
CSD 497/597 The Nervous System and Communication (1 cr)
CSD 598 Independent Study of Special Topics (1-3 cr)
CSD 601 Topics in CSD (1-3 cr)
CSD 602 Current Topics in Prevention (3 cr)
CSD 603 Pediatric Motor Speech and Swallowing (3 cr)
NOTE:Completion of a master’s thesis may be chosen in place of taking 6 credits of elective credits.
REQUIRED CLINICAL PRACTICA (10 credits)
- CSD 580 2 cr. First Practicum (Fall, Sp, Su)
- CSD 581 2 cr. Clinical Practicum Seminar (taken concurrently with CSD 580)
- CSD 583 2 cr. Advanced Practicum One (Fall, Sp, Su) or CSD 587 2 cr. Advanced Practicum in the Public Schools (Fall, Sp)
- CSD 585 2 cr. Advanced Practicum Two (Fall, Sp, Su)
- CSD 586 1 cr. Supervised Practicum in Fluency Disorders (Fall, Sp, Su)
- CSD 589 1 cr. Specialty Clinics (Fall, Sp, Su)
We are proud to be a program accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association (ASHA). All of our students must meet the ASHA requirements as well as the academic requirements for New York State (NYS) teacher certification as a Teacher of Students with Speech and Language Disabilities and NYS license to practice speech-language pathology. Depending on undergraduate coursework, graduate students may be required to take additional coursework in education, science, foreign language, math and/or educational psychology. In some cases, students may be able to test out of courses or take college level proficiency exams (CLEP) to meet some of these requirements. Academic advisors will assist students with their individual needs.
The CSD program at Saint Rose satisfies the academic and clinical requirements for ASHA certification, NYS license, and NYS teacher certification (Teacher of Students with Speech and Language Disabilities). As a result, students who are accepted into the CSD graduate program from another institution or discipline may need to complete undergraduate prerequisite courses before starting graduate classes or concurrent with their graduate studies.
CSD 109 Phonetics (4 cr)
CSD 204 Anatomy and Physiology of Speech and Swallowing (4 cr)
CSD 219 Speech Sound Disorders (3 cr)
CSD 225 Hearing Disorders and Assessment (3 cr)
CSD 240 Language Development (3 cr)
CSD 242 Language and Phonology (2 cr)
CSD 345 Language Disorders in Children (3 cr)
CSD 350 Voice/ Fluency/Resonance Disorders (3 cr)
CSD 360 Clinical Methods and Supervised Observation (4 cr)
CSD 370 Supervised Clinical Practicum (1 cr)
SED 450 Organization of a Speech, Language and Hearing Program in Elementary and Secondary Schools (3 cr)
ASHA Certification Coursework
- Biological Science
- Physical Science (Courses in physics, chemistry, astronomy, or other physical sciences meet this requirement. PHY 100 is offered each semester)
- Math (Any college-level mathematics course or statistics course in psychology meets this standard. Please note that coursework in statistics is required before or concurrent with CSD 593; Math for All Practical Purposes (MATH 150) does NOT meet the department’s statistic requirement)
- Social/Behavior Sciences (Courses – introductory or advanced – in psychology, sociology, human development, and related areas of study fulfill this requirement)
The Communication Sciences & Disorders Program at The College of Saint Rose is well known for their excellent faculty, exposure to valuable clinical experiences, and their commitment to the Albany community. The Communication Sciences & Disorders Program is dedicated to developing the most knowledgeable and skilled speech-language professionals through their intensive classroom curriculum and advantageous clinical experiences. Students recognize the program’s high level of integrity and the benefits of being part of the College’s learning community. The testimonials listed on this page reflect the thoughts and feelings of many students who are currently enrolled in the Communication Sciences & Disorder Program.
What Our Graduate Students Say:
“The Communication Sciences and Disorders Department at The College of Saint Rose offers comprehensive courses and excellent practical experiences for all students. The faculty is knowledgeable, accessible, and extremely supportive of student needs. I feel that the instruction and guidance I have received in this program have provided me with the skills necessary to achieve success after I graduate”. -Anish Smart, Graduate Student
“I looked around at other schools that were closer to my friends and family, but none compared to what I found in The Communication Sciences and Disorders Program at The College of Saint Rose. One would be hard-pressed to find faculty who truly care about their students to such a great extent – both in terms of academic success and personal growth. That, combined with a great passion for research and progressive new projects across many areas of the discipline lead me to believe that I made the best decision to ensure my success for myself and my future”. – Cara MacGilvray, Graduate Student
“I invested a lot of time researching and visiting other well-known graduate schools on the east coast. After careful consideration, I decided to stay at The College of Saint Rose to complete my master’s degree. This decision was based on many factors, one being the faculty. Our professors are very personable and supportive, and are all renowned experts in their content area. Additionally, our clinical facilities are conveniently located on campus, and even boast a functional workroom for students and supervisors. The geographic location is also a key feature as it determines our clinical placement opportunities. Being that the institution is located in an urban residential setting, our placements and clients reflect a diverse set of socioeconomic, religious, and educational backgrounds. Working with a wide range of clients will only help me to become a better speech language pathologist in the future. Overall, I am pleased to be a part of this community, and could not image attending graduate school anywhere else”. – Stephanie Paine, Graduate Student
Professional Education Candidate Learning Objectives
Candidates in professional education programs at The College of Saint Rose will:
- Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
- Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
- Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
- Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
- Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
- Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
- Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
- Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.