Made for Impact.
The Master of Science (MS) program in Speech-Language Pathology aims to address the academic and clinical needs of master’s students by providing rich learning opportunities that integrate theory and research with the best clinical practices. The program is dedicated to fostering professional excellence that will benefit the quality of life of persons with communication and swallowing disorders as well as advancing knowledge in the discipline. We pride ourselves on small cohorts with strong faculty mentorship.
The Master of Science (MS) education program in Speech-Language Pathology (residential) at Piedmont University is a Candidate for Accreditation by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700. Candidacy is a “preaccreditation” status with the CAA, awarded to developing or emerging programs for a maximum period of 5 years.
Path 1: Bachelor of Science (BS)/Master of Science (MS) Integrated Program (5-Year Program)
As a CMSD major at Piedmont University, students can apply to the integrated BS-MS Speech-Language Pathology program by February 1 of their junior year. They will take graduate coursework during their senior year at Piedmont University and transition directly into the master’s program. Students will graduate from Piedmont University with both a Bachelor of Science degree (BS) in Communication Sciences & Disorders and a Master of Science degree (MS) in Speech-Language Pathology. This is a residential program.
Path 2: Master of Science (MS) (2-year program)
The program of study consists of 38 hours of academic credit and a sequence of clinical practicum experiences. Students enroll in clinical practicum each semester of the program. During the first year of graduate studies, clinical practicum experiences are obtained within the Piedmont University Speech and Hearing Clinic. During the second year, students are placed in externship assignments to develop a comprehensive clinical foundation. Courses are offered online at this time to offer maximal flexibility in externship assignments. This is a residential program.
Course Descriptions
Prerequisites and Entry Requirements
Prior to admission to the graduate program, students are expected to have completed the following foundational courses for ASHA certification.
- Biological Sciences (content cannot be related to SPHS)
- Physical Sciences (must be a physics or chemistry course; content cannot be related to SPHS)
- Statistics (content cannot be research methods)
- Social Sciences and Behavioral Sciences (e.g., psychology, sociology, public health, or anthropology)
The following prerequisite courses in communication sciences and disorders must be completed for admission into the program. Students who do not have an undergraduate degree in speech and hearing sciences may apply, but must complete the following prerequisite courses. If a student is missing one pre-requisite course, they can be accepted with a deficiency in that they will need to complete the course concurrent with graduate work or prior to beginning graduate work. Determination of suitability for concurrent coursework will be made on an individual basis.
- CMSD 2001 Speech Anatomy & Physiology
- CMSD 2002 Speech and Hearing Science
- CMSD 2003 Language Acquisition
- CMSD 2004 Phonetics
- CMSD 2010 Observation and Clinical Procedures
- CMSD 3000 Audiology 1
- CMSD 3001 Neuroscience Fundamentals
- CMSD 3006 Aural Rehabilitation
Application Instructions
Piedmont undergraduates of good standing in the Communication Sciences and Disorders major may apply to the BS/MS Integrated program by February 1 of their junior year. Submit the letter of intent, three letters of recommendation, and curriculum vita/resume to Dr. Monica Harn at mharn@piedmont.edu. The CMSD Department and Graduate Admissions has access to Piedmont student transcripts. Eligible Piedmont students receive priority consideration.
Students applying for the MS 2-year program please complete the following steps:
- Complete the CSDCAS application using the application button above
- Request that official transcripts from all US institutions attended be sent to CSDCAS
- Upload a personal letter of intent in the Documents section of CSDCAS
- The letter of intent gives you an opportunity to present yourself to us and share information about who you are, why you are interested in speech-language pathology as a profession, and why you are interested in our program specifically. To help us get to know you better, you may want to tell us about an experience or event that had a significant impact on you, or a specific commitment or goal that reflects who you are as a person. Any unusual aspects of your academic history should be explained in this statement as well.
- Request 3 letters of recommendation be sent through the CSDCAS recommender portal
- Upload your curriculum vita/resume in the Documents section of CSDCAS
- Your curriculum vita/resume should include your leadership and service activities.
International Application Instructions
In addition to the application requirements described above, special admission documents must be submitted before an international student will be allowed to enroll. Click here to the international admissions page.
Program Assessment
All students must demonstrate that they are competent in the knowledge and skills as defined by the 2023 ASHA Standards. Each course and clinical practicum in the sequence targets specific knowledge and skills related to the standards as well as formative and summative evaluation period.
Program Formative assessment
- Mid-term student review by all clinical supervisors and academic faculty.
- Each student must complete a Professional Portfolio. The Professional Portfolio will serve as a measure of active engagement in professional practice competency areas (i.e., accountability, effective communication skills, evidence-based practice, professional duty) as well as cultural competence/humility.
Program Summative Assessment
- Each student must complete at least one colloquium research and presentation project during their first year of taking graduate level coursework. The purpose of clinical colloquium is to assess the student’s ability to apply fundamentals of evidence-based practice in a case examination. Information pertinent to the case study (e.g., interprofessional opportunities, client advocacy, etc.) will be included.
- Each student must present and facilitate one grand rounds discussion during the final two semesters in which they are enrolled in externship. The student will choose a case study or service delivery aspect from their externship. The purpose of grand rounds is to assess the student’s ability to apply the scientific bases and research principles to clinical populations.
- Comprehensive examination will occur during the final semester of the graduate program. Feedback on areas of strength and weakness will be given to help prepare for the PRAXIS exam.
- Note that guided research projects are available and optional. Guided research projects will contribute to a student’s summative assessment.
Tuition & Fees
Faculty
Dr. Monica L. Bellon-Harn has been a certified, licensed speech-language pathologist since 1993 and university professor since 1996. She and her husband Dr. Bill Harn have worked in the same department since that time and look forward to continuing at Piedmont. Across her work as a professor, she has kept one foot in clinical practice and enjoys bringing real-world clinical experiences into the classroom and including students in clinical research. She has published over 65 peer-reviewed research articles, many of which have included undergraduate and graduate students as co-authors. Her research focuses on intervention and service delivery issues related to child speech and language disorders and mentorship of undergraduate and graduate students. Recently, her research has extended to consumer health informatics and digital therapeutics.
She came to Piedmont University in 2021 and her favorite things about Peidmont are the great people, awesome community, and the beautiful location! When she is not in the classroom or clinic you may find her running, writing or having fun with her children and grandchildren.
Dr. William E. Harn has been a professor of Speech-Language Pathology since 1987. He has been a faculty member and department chair at Texas Tech University, Western Carolina University, University of Southern Mississippi, and Lamar University. From 2013 to 2020 he served as Dean of Graduate Studies at Lamar University. He has delivered research presentations to the American Speech-Language-Hearing Association, International Congress of Phonetic Sciences, International Congress for the Study of Child Language, and the Symposium for Research in Child Language Disorders. He has served two terms as a site visitor for the Council on Accreditation of the American Speech-Language-Hearing Association.
He enjoys playing classical guitar and running road races from 5Ks up to half-marathons. He is also an avid student of languages and is currently learning French and Swedish.
Ingrid Hinkley has been a licensed, certified speech-language pathologist since 1997. She has served as a clinical supervisor and educator in university clinics and medical externship sites since 2004. She has been a practicing clinician in hospitals, nursing homes, outpatient facilities, physician’s offices, and home health care organizations. Ms. Hinkley has also established two private practices specializing in elective and therapeutic services for adults with speech, language, voice, and swallowing needs. She has a passion for sharing her clinical knowledge and experience with others. Her ambition is to prepare and support new and future speech-language pathologists in succeeding with their career aspirations.
Ms. Hinkley spends her free time going to movies, hosting game nights, visiting family and friends “up north” and making plans to build a cat sanctuary when she retires.
Amanda graduated in 2003 from Georgia State University with a Bachelor of Arts degree in Communication Across the Lifespan. She received her Master of Science degree in Communication Disorders in 2005 from Western Kentucky University, where she was a member of the Gamma Beta Phi Honor Society (GPA in top 20% of her class). She is certified by the American Speech-Language Hearing Association (ASHA), licensed by the State of Georgia, a member of the Georgia Speech-Language Hearing Association (GSHA), and has her Certificate of Clinical Competence (CCC).
Amanda has worked in the field of Special Education and Speech-Language Pathology since 1999. She specializes and has extensive training in Childhood Apraxia of Speech (CAS), phonemic awareness, phonological/articulation disorders, and Gestalt Language Processing/Natural Language Acquisition (GLP/NLA). She founded and has been the Clinical Director of Motor Mouth Therapy Services since 2007, a neurodiversity affirming pediatric practice in Gwinnett County, GA.
In her free time, Amanda enjoys spending time with her husband, 3 wonderfully crazy children, and Ziggy the Therapy Doodle.
Stacy Campbell graduated in 2005 from East Carolina University and has worked as a licensed and certified speech-language pathologist since that time. She served the birth to three population in the Charlotte, North Carolina area during the early part of her career, while utilizing coaching strategies and routine based interventions in home-based therapy sessions. Stacy became well-versed in language development and pediatric dysphagia treatment during this time, as well as managed clinical fellows and licensed SLPs.
In 2016, Stacy began traveling throughout the United States, working in a variety of pediatric and geriatric settings, including a neonatal intensive care unit and early childhood special education center. She returned to the southeast in 2021 and has been a full-time employee of the Habersham County School System since that time.
Stacy enjoys hiking, yoga, traveling, and gardening. She remains passionate about early childhood speech identification and intervention.
Ashley Powell is a native of Northeast Georgia. She graduated from Piedmont University in 2020 with a Bachelor of Arts degree in Psychology with a concentration in Counseling. After graduating from Piedmont University Ashley spent time working at the Family Resource Center of Northeast Georgia located in Clarkesville, GA. She also spent two years as a Pre-k teacher at Level Grove Preschool. As an alumna of Piedmont University, she is so excited to be back on campus working with students and community members in the new Piedmont University Speech and Language Clinic.
In her free time, Ashley enjoys hiking, reading, and most of all spending time with her husband, 2 sons, and their family dog Finleigh.
Strategic Plan: 2023-2026
CMSD Mission Statement at Piedmont University
The Department of Communication Sciences and Disorders engages and empowers a diverse student population in the acquisition of knowledge and skills in communication sciences and disorders and swallowing across the lifespan. Through innovative and interactive curriculum design, faculty mentored research, evidence-based clinical service delivery, and dedicated outreach to the community, students will be prepared to provide high-quality, culturally diverse and responsive services and serve as leaders in the field.
Master of Science (MS) in Speech-Language Pathology Program
Vision Statement at Piedmont University
The MS in Speech-Language Pathology aims to address the academic and clinical needs of graduate students by providing rich learning opportunities that integrate theory and research with the best clinical practices. The program is dedicated to fostering professional excellence that will benefit the quality of life of persons with communication disorders and swallowing as well as advancing knowledge in the discipline.
MS Speech-Language Pathology Program Goals and Objectives
In order to meet Program Goal 1 (i.e., Prepare students to apply knowledge and skills in communication sciences and disorders and swallowing to meet the accreditation standards of CAA as well as Georgia state licensure requirements), the program will meet the following objectives.
Objective 1: Develop innovative curriculum and teaching methods across all CAA standards
Objective 2: Provide clinical opportunities to train evidence-based practice and service delivery
Objective 3: Coordinate externship sites and supervisors for a full array of scope of practice externship sites
In order to meet Program Goal 2 (i.e., Develop students’ ability to synthesize and apply evidence-based knowledge for diagnosis and treatment of communication disorders and swallowing used in professional practice), the program will meet the following objectives.
Objective 1: Provide perspectives from leading researchers in targeted areas
Objective 2: Embed outcomes related to analysis, synthesis and evaluation of research for integration into evidence-based clinical practice across the curriculum
Objective 3: Embed outcomes related to prevention, assessment, and intervention for persons with communication disorders and swallowing across the curriculum
In order to meet Program Goal 3 (i.e., Provide students with opportunities to develop effective oral and written communication skill levels necessary to interact with clients, family, and other collaborators during all professional correspondence), the program will meet the following objectives.
Objective 1: Coordinate oral and written communication competencies with externships
Objective 2: Execute activities designed to meet the clinical colloquium and grand rounds requirement
Objective 3: Execute activities designed to meet the professional portfolio requirement
In order to meet Program Goal 4 (i.e., Prepare students to demonstrate knowledge of trends and professional issues in the field, principles, and practices for cultural and ethical considerations, as well as principles and practices of scientific research), the program will meet the following objectives.
Objective 1: Provide contemporary perspectives from diverse populations of students and professionals
Objective 2: Execute activities designed to meet the professional portfolio requirement
CMSD Student Outcome Data
Student outcome data will be published here as it becomes available. The MS-SLP program’s first cohort is anticipated to graduate in May 2025. Data on completion rates and Praxis examination completion will be posted and updated annually.
Program Handbooks
Program Advisory Board
The Program Advisory Board assists the SLP program in attaining its goals and strategic plan. The purpose of the Board is to foster excellence in the development of the SLP program. The Board accomplishes this by providing input on academic and clinical issues. This can include potential community partnerships, regional advocacy and awareness, and mutual support. The Board is in an advisory capacity only. Board members serve a 3-year term and meet bi-annually. Our inaugural meeting was held November 11, 2022.
Name and Affiliation
- Suzanne Deal, Piedmont Athens Regional Hospital
- Anna Bishop, St. Mary's Hospital
- Letitia Roller, Piedmont University
- MaryKay Berry, White County Schools
- Lisa Eller, Habersham County Schools
Reach Your Peak Potential.
Piedmont graduates in
Speech-Language Pathology will be prepared to work as Licensed Speech-Language Pathologists.