Eastern Michigan University

What you'll study

The programme combines core coursework in communication sciences with applied clinical training and opportunities for research or a practicum capstone. Core topics typically include anatomy and physiology of speech and hearing, speech and language development, acoustics and phonetics, audiologic principles, assessment and intervention across the lifespan, neurogenic communication disorders, dysphagia, augmentative and alternative communication (AAC), and professional issues and ethics.

• Foundations in anatomy/physiology of speech, hearing and swallowing
• Phonetics, speech sound disorders and motor speech disorders
• Language acquisition and language disorders in children and adults
• Assessment methods, diagnostic interpretation and evidence‑based intervention planning
• Neurogenic communication disorders and rehabilitation
• Swallowing disorders (dysphagia) evaluation and management
• Augmentative and alternative communication (AAC) and assistive technologies
• Clinical practicum across settings, documentation and interprofessional practice
• Research methods, statistics and either a thesis, research project or clinical capstone

Students gain hands‑on experience in EMU’s on‑campus Speech‑Language‑Hearing Clinic and through supervised placements in schools, hospitals, rehabilitation centres and community agencies. Clinical practicum hours are structured to meet state licensure and professional certification requirements.

Entry requirements

• Bachelor’s degree from an accredited institution, typically in communication sciences and disorders or a closely related field; applicants from other backgrounds should demonstrate completion of prerequisite coursework (for example, anatomy/physiology, phonetics, child language, audiology foundations).
• Competitive undergraduate GPA and academic references that speak to readiness for graduate study and clinical work.
• Personal statement outlining professional goals and relevant experience with individuals who have communication or swallowing disorders.
• Relevant experience such as volunteer or paid work in clinical, educational, or community settings is strongly encouraged.
• Some programmes may request additional documentation such as a résumé/CV, letters of recommendation, interview, or standardized test scores when required; applicants should consult the department for current requirements.
• Admitted students must meet health and background clearance requirements typical for clinical placements (for example, immunisations, TB testing, background checks and any licensing prerequisites).

Career prospects

Graduates are prepared for careers as speech‑language pathologists and related roles across health, education and community settings. Common employment destinations include:

• Public and private schools providing assessment and intervention for children
• Hospitals, acute care and rehabilitation centres working with adults who have stroke, traumatic brain injury or progressive neurological conditions
• Outpatient clinics and private practice providing diagnostic and therapeutic services
• Early intervention programmes and community health agencies serving infants and toddlers
• Long‑term care facilities and assisted living settings addressing dysphagia and communication in older adults
• Specialist roles in AAC, voice clinics, fluency clinics, or swallowing teams
• Opportunities in research, programme administration, advocacy, telepractice and higher education

Successful graduates typically pursue state licensure and certification from professional bodies (for example, the American Speech‑Language‑Hearing Association) as required for clinical practice.

Why study at Eastern Michigan University

• Practically focused training with supervised clinical experiences in EMU’s on‑campus Speech‑Language‑Hearing Clinic and through community placements that expose students to diverse client populations and service settings.
• Faculty with clinical and research expertise across paediatric and adult communication disorders, AAC, dysphagia and neurogenic rehabilitation, supporting both applied learning and research supervision.
• Interprofessional collaboration opportunities with related departments (education, health sciences and rehabilitation), preparing graduates for team‑based practice in schools and health settings.
• Structured curriculum designed to meet the academic and clinical requirements for professional certification and state licensure, coupled with advising to support career development and placement.