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Applicants for the Master's Degree program in Communication Disorders must apply through Communication Science and Disorders Centralized Application service (CSDAS) at .

Application deadline is March 1, prior to the fall for which the student would begin the program.

�鶹���� has several advantages for students:

• Campus based Speech and Hearing Center allowing students to practice hands-on learning while still in school
• Opportunities to participate in global mission trips
• TSSLD certification*
• NYC DOE Scholarship partner
• State-of-the-art Clinical Simulation lab used for interprofessional education
• Dedicated audiology and voice labs
• All students participate in research

*New York State Teacher of Students with Speech and Language Disabilities

The clinical component includes both in-house and externship practicum experiences in over 250 metropolitan area facilities. Students evaluate and treat people of varying ages and cultural/linguistic backgrounds who display a variety of communication disorders including articulation, phonology, oral motor, voice, fluency, swallowing and feeding, hearing, and language disorders. A total of 375 direct contact hours is required by ASHA for certification (a maximum of 50 hours can be accrued on the undergraduate level). Two in-house practicums take place in the �鶹���� Speech and Hearing Center, where students are supervised by faculty and adjunct clinical educators who are NYS licensed and ASHA certified speech-language pathologists and audiologists. Clinical externships are completed in college-affiliated sites in the New York metropolitan area, including five boroughs of New York, Westchester County, Putnam County, Dutchess County, Orange-Ulster County, New Jersey, and Connecticut. The age and disorder of the population that is served varies from site to site.

Schools, hospitals, clinics, long-term care facilities, rehabilitation centers, private practice, health care agencies, and college/university settings. A free brochure entitled Careers in Speech-Language Pathology and Audiology containing additional information about the profession is available from ASHA.

SLPs work with the full range of human communication and swallowing disorders in individuals of all ages:

• Evaluate and diagnose speech, language, communication, and swallowing disorders.
• Treat speech, language, communication, and swallowing disorders.
• Provide training and education to family/caregivers and other professionals.
• Work collaboratively with professionals from many other disciplines.

Go to www.teachnycprograms.net, click on the link for "scholarship program", and then click "speech language pathology".

The Graduate Admissions Coordinator, Professor Denise DiCristofaro via email at ddicristofaro@mercy.edu or call (914) 674-7739.

A series of prerequisites courses can be taken by post-baccalaureate students interested in applying to the �鶹���� graduate program in speech-language pathology.

*The graduate program in Communication Disorders at �鶹���� requires the following courses:  

• Introduction to Communication Disorders
• Introduction to Audiology
• Normal Speech and Language Development
• Phonetics
• Speech and Hearing Science
• Anatomy & Physiology of the Speech & Hearing Mechanisms

Note: Taking the prerequisite course series does not guarantee admission to the graduate Communication Disorders program. Students must apply to the graduate program. See the “How to apply” section below for more information.  

*Speech-language course requirements vary across institutions.

Yes, there is an undergraduate program available. 

The Master's Degree in Communication Disorders program adheres to the �鶹���� Policy on Equal Opportunity and Non-Discrimination. �鶹���� is committed to achieving full equal opportunity in all aspects of University life.

The University’s policy addressing discrimination, harassment and retaliation is set forth more fully in the �鶹���� Policy on Equal Opportunity and Non-Discrimination: /about-mercy/mercy-university-policies

The University is also committed to providing reasonable accommodations when appropriate to individuals with disabilities, individuals observing religious practices, and employees who have pregnancy or childbirth-related medical conditions, which is set forth more fully in the  �鶹���� Policy and Procedures for Implementing Reasonable Accommodations and Academic Adjustments for Students and the �鶹���� Policy and Procedures for Implementing Reasonable Accommodations for Employees: /about-mercy/mercy-university-policies

• Inquiries regarding the application of Title IX and other laws, regulations and policies prohibiting discrimination or harassment should be directed to: the �鶹���� Director of Title IX and Equity Compliance at titleix.equity@mercy.edu or (914) 674-7842.
• Inquiries regarding reasonable accommodations and academic adjustments for students should be directed to: Sara Venezian in the Office of Accessibility, Main Hall, Room 109, Dobbs Ferry, svenezian@mercy.edu, (914) 674-7523.
• Inquiries regarding reasonable accommodations for employees should be directed to:  Madeline Martinez in the Office of Human Resources, Verrazano Hall, Dobbs Ferry mmartinez19@mercy.edu, (914) 674-7337.

Required Coursework: 46 Credits

Elective Coursework: 6 Credits

Clinical Education: 8 Credits

Total: 60 Credits

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Speech-language pathologists provide habitation and rehabilitation services to individuals across the life span who demonstrate disorders in communication. These disorders may include language, articulation, phonology, voice, motor, memory, fluency, swallowing, feeding, attention and/or hearing deficits. The profession is built upon basic and applied physical and social sciences, educational principles and clinical research. The curriculum of this Program offers students a variety of opportunities for academic, clinical, research and specialized area experience reflecting that foundation. The program prepares students to work in a variety of different health care settings including hospitals, rehabilitation centers, outpatient programs, schools, community centers and private practice. Graduates are eligible to begin their Clinical Fellowship (CF) in accordance with requirements of the American Speech-Language-Hearing Association (ASHA) and are eligible to apply for state licensure.

The Master's Degree program in Communication Disorders is designed for full-time and part-time students and can be completed in two years and two summers for full-time students. The program consists of academic and clinical components that are organized in a progressive sequence. Courses are primarily offered in the evening. Some courses may be offered in various scheduling formats. Clinical practicum schedules require days, evenings and/ or Saturdays. The University defines full-time as nine credits. For the purpose of completing the CD program in two years (including two summers), the student must follow the projected curriculum sequence established by the program. Part-time students must follow the required course projections. 

Students who graduate from the program may sit for the National Examination in Speech-Language Pathology (Specialty Area Test of the Praxis Series by the Educational Testing Service). Students then complete their Clinical Fellowship (CF). Upon successful completion of the degree, the examination, and the CF, the individual will be certified as a Speech-Language Pathologist by ASHA.

Successful completion of the educational and clinical requirements of the graduate program will prepare students for eligibility for the New York State License as a Speech-Language Pathologist.

The Master of Science (M.S.) education program in Communication Disorders at �鶹���� is accredited by the Council on Academic Accreditation in Audiology and Speech Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296- 5700. 

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The Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association offers graduate students assurance that the academic and clinical practicum experience obtained in a program of study meets nationally established standards. A complaint about any accredited program or program in candidacy status may be submitted by any student, instructional staff member, speech-language pathologist, audiologist, and/or member of the public. Follow this link to the CAA procedures:   

Students who have complaints related to the quality of the Program may also contact the CAA by writing to the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland, 20850. 

The Master of Science in Communication Disorders is an educational program in speech-language pathology that offers students a comprehensive combination of academic and clinical learning experiences to facilitate the knowledge and skills needed for entry-level practice in the discipline.

The mission of the program is to prepare professionals to provide quality speech and language services to clients of all ages, cultures, and disabilities in a variety of settings. The program instills the interconnection among the theoretical, clinical, and research components of speech-language pathology through evidence-based research and current/relevant clinical practices and infuses the latest technology into the curriculum. The program strives to promote a culture of scholarship, critical thinking, and respect, and provide a foundation of knowledge and skills that foster competent, ethical clinical practice for the professional lifetime.

The program goals are to:

• Provide coursework and clinical practicum experiences specified in the KASA competencies for speech-language professionals.
• Deliver a program of study that is a pathway to TSSLD* certification and which is supportive of applicants seeking New York City (NYC) Department of Education scholarships for new clinicians.
• Engage students in Capstone research projects to develop their understanding of research in the discipline.
• Offer participatory opportunities in interprofessional education and practice activities that highlight collaborate care.
• Provide campus and community-based clinical learning experiences that stress evidence-informed decision making in practice.
• Expect professionalism, ethical conduct, and respect for individual and cultural differences in the provision of care.

*Certificate for Teaching Students with Speech-Language Disabilities

The clinical component includes both in-house and externship practicum experiences in over 250 metropolitan area facilities. Students evaluate and treat people of varying ages and cultural/linguistic backgrounds who display a variety of communication disorders including articulation, phonology, oral motor, voice, fluency, swallowing and feeding, hearing, and language disorders. A total of 375 direct contact hours is required by ASHA for certification (a maximum of 50 hours can be accrued on the undergraduate level). Two in-house practicums take place in the �鶹���� Speech and Hearing Center, where students are supervised by faculty and adjunct clinical educators who are NYS licensed and ASHA certified speech-language pathologists and audiologists. Clinical externships are completed in university-affiliated sites in the New York metropolitan area, including five boroughs of New York, Westchester County, Putnam County, Dutchess County, Orange-Ulster County, New Jersey, and Connecticut. The age and disorder of the population that is served varies from site to site.

The mission of the pre-requisite program is to provide students with the foundation needed to enter a graduate level program in communication disorders. A series of prerequisites courses (18 credits) can be taken by post-baccalaureate students interested in applying to the �鶹���� Communication Disorders graduate program. All students from all fields of study are welcome. The �鶹���� faculty is comprised of doctoral and master's level speech-language pathologists and audiologists with various specializations, who provide students with first rate and well-rounded instruction.

*The graduate program in Communication Disorders at �鶹���� requires the following courses:  

• Introduction to Communication Disorders
• Introduction to Audiology
• Normal Speech and Language Development
• Phonetics
• Speech and Hearing Science
• Anatomy & Physiology of the Speech & Hearing Mechanisms (4-credit class)

Note: Taking the prerequisite course series does not guarantee admission to the graduate Communication Disorders program. Students must apply to the graduate program. See the “How to apply” section below (remove because the “How to Apply” section is before this section) for more information.  

*Speech-language course requirements vary across institutions.

Any student interested in the Communications Disorder program must have at least four of the following six prerequisite courses completed for their application to be evaluated. All remaining prerequisite course-work must be completed by the end of the spring term prior to fall admission to enroll in the graduate program:

• Anatomy & Physiology of Speech & Hearing Mechanism (CMDS 256 – 4 crs.)
• Phonetics (CMDS 240 – 3 crs.)
• Speech & Hearing Science (CMDS 270 – 3 crs.)
• Introduction to Communication Disorders or Speech Pathology I (CMDS 258 – 3 crs.)
• Introduction to Audiology (CMDS 257 – 3 crs.)
• Normal Speech & Language Development (CMDS 264 – 3 crs.)

The following five courses are also recommended, but are not required in order to apply to the CD graduate program. Only grades of "C" or better in these courses will be accepted:

• Statistics* (BHSC 370 or MATH 122 – 3 crs.)* 
• Aural Rehabilitation* (CMDS 340 – 3 crs.)* 
• Physical Science** (Chemistry or Physics only)
• Biological Science** (Human Biology)
• Social/Behavioral Science** (e.g., Anthropology, Ethnic/Cultural Studies, Archaeology, Economics, Gender/Sexual Studies, Political Science, Psychology, Area Studies/Sociology, Criminology)

*Must be taken for undergraduate credit prior to or during first year of graduate study

**Required for ASHA Certification; must be completed by the end of the first year of graduate school

Employment Rate in Profession

Completion Rate

Praxis Examination Pass Rate

The program is registered with the New York State Education Department offer Teacher of Students with Speech and Language Disabilities (TSSLD) certification. Students who with to obtain the academic and clinical requisites for Initial TSSLD certification must complete the following requirements in addition to program requirements: 

1. Twelve credits in Education, which include three credits in Foundations of Education, three credits in Special Education, three credits in Literacy and three credits in Normal Speech & Language Development.
2. Thirty-six credits in Speech/ Language Pathology and Audiology.
3. Student Teaching: a minimum of 150 "direct contact" hours.
4. Achievement of passing grades on the New York State Teacher Certification exams:
   1. Educating All Students (EAS) test
5. Completion of Workshops:
   1. Child Abuse Identification
   2. School Violence Prevention
   3. Human Dignity (DASA)
6. Fingerprint Clearance.

Upon acceptance into the Master of Science Program in Communication Disorders, students will be assigned a faculty member who will serve as their advisor. Students accepted into the program will be required to pay a non-refundable deposit at the time acceptance. This fee will be applied to the fall tuition payment. The advisor will meet with students to counsel them on Program and ASHA certification requirements, and to develop a plan of study and a future professional development plan.

Attendance and punctuality in all classes and clinical education assignments is required, unless the student is excused for extenuating and extraordinary life circumstances. A maximum of three undocumented absences from class will result in failure in the course and may jeopardize the student's standing in the program. Absence from a clinical assignment is subject to the rules and regulations of the institution.

This document is intended as a guide for educational programs in speech-language pathology or audiology and individuals seeking a career in these professions. It identifies the core functions that individuals of such programs typically are expected to employ in didactic and clinical experiences to acquire the knowledge and demonstrate the competencies that will lead to graduation and successful entry into professional practice. Students are expected to review this list and acknowledge receipt.

�鶹���� Communication Disorders: Strategic Plan

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The Communication Disorders Strategic Plan is comprised of three Focus Areas with goals that align with the mission of the University and the program.

Program Vision

The �鶹���� Department of Communication Disorders envisions our role as a leading department in research and teaching within the university and across the field and related disciplines. Our location in New York City provides a wealth of opportunities to educate our students and to treat individuals with communication and swallowing disorders in our on-campus clinic and diverse externship placements. We have established valuable relationships across the university that have resulted in exciting interdisciplinary teaching and collaborative research. Our goal is to have a substantial presence in the field, nationally and globally.

 Program Mission

The mission of the program is to prepare professionals to provide quality speech and language services to clients of all ages, cultures, and disabilities in a variety of settings. The program instills the interconnection among the theoretical, clinical, and research components of speech-language pathology through evidence-based research and current/relevant clinical practices and infuses the latest technology into the curriculum. The program strives to promote a culture of scholarship, critical thinking, and respect, and provide a foundation of knowledge and skills that foster competent, ethical clinical practice for the professional lifetime.

Envisioned Future

In accordance with the program and University mission, the program will continue to support diverse learners and non-traditional students by offering students individualized educational planning. The latest technology will be purchased to outfit new laboratory faculty spaces and support student learning. The program and all faculty will serve as members of the Interprofessional Education (IPE) working group that offers educational and clinical opportunities for students from the School of Health and Natural Sciences. As part of these enhanced IPE offerings, the Speech and Hearing Center will partner with the on campus Physical Therapy Clinic to provide collaborative individual and group services. This will support the �鶹���� Speech and Hearing Center in the effort to grow clinical offerings. The Speech and Hearing Center will partner with a significant number of community partners to provide students with an opportunity to serve the public. The program will engage in regular outreach to high schools to advocate for the growth of the profession and recruit students from underrepresented backgrounds.

Institutional goals for alignment

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Focus Area: Teaching & Learning
1. Mercy College will provide students with a transformative education that promotes life‐long learning and civic and ethical global responsibility, and ensures being well‐ equipped for their career choices.
Focus Area: Student Success
2. Mercy College will earn a national and international reputation for student success.
Focus Area: Affordability & Health
3. Mercy College will maintain affordability for students while preserving the college’s solid financial position.
Focus Area: College Community
4. Mercy College will foster a community spirit that engages student, faculty, staff and alumni and contributes to the value of a Mercy College education to our greater community.

Program Strategic Goals

Focus Areas

Area 1: Student success

Issue: The program adopted holistic admission practices in an effort to admit and support non-traditional applicants/students.

1. The program will implement student support practices to promote successful completion of the master’s program within a maximum of 5 years.
2. Baseline data for holistic admissions: In 2022-2023, 95% of students successfully completed the program (38 completed, 2 not completed).
3. Outcome: Increase the number of students who successfully complete the program.

4. Indicator of Success: Increase percentage of students successfully completing the program to 97%.
5. Strategy: By 2029, the program will establish a clear method for identifying at-risk students and intervene through meetings with faculty advisor, providing academic support through peer tutoring or the Center for Academic Excellence and Innovation, and follow-up periodically each semester to promote success.

Area 2: Scholarship

Issue: The program has hired several new core faculty members in recent years; these faculty will continue to build their research portfolio through individual and student supported projects.

1. The program will promote a supportive environment for conducting and publishing applied research to increase the current level of faculty research and publications, promoting evidence-based clinical practice.
2. Baseline Data: For 2022-2023, 50% of the faculty conducted research activities related to communication sciences and disorders. There were 5 number of presentations related to research conducted by faculty and 1 article published related to faculty research in communication sciences and disorders.
3. Outcome: Increase faculty scholarship annually through individual and student supported projects.
4. Indicator of Success: 10% increase in presentations and publications of faculty/student research.
5. Strategy: By 2029, faculty will participate in the University research salon once a semester to share their ongoing and proposed research, manuscripts, and grant applications.

Area 3: Expanded clinical opportunities

Issue: Clients served and group offerings have decreased since the Covid-19 global pandemic.

1. The program will engage community partners to expand the type and number of clinical opportunities in-house to allow students to experience a variety of diagnostic and treatment methods prior to graduation.
2. Baseline Data: For 2022-2023 the University clinic provided services for 31-35 in-house clients each semester.
3. Outcome: Increase number of clients and groups in the clinic.
4. Indicator of Success: 10% increase in number of clients and group services offered in the �鶹���� Speech and Hearing Clinic.

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Graduate courses taken at other institutions prior to admission at �鶹���� may, if pertinent to the plan of study, be credited to the graduate degree. Transfer credit is limited to six credits taken within the last five years in which the student has received a grade of B or above.

Transfer courses taken prior to admission will not be computed in the quality point average. 

The Communication Disorders Program is committed to meeting its mission as it relates to serving our students, potential students, staff, faculty, adjunct faculty, clinical faculty and the public consumer of physical therapy. To that end, we are committed to ensuring that exceptional complaints for which there is no established University, School or program policy or procedure are considered and resolved in a timely, fair, consistent and equitable manner.  Additional information may be found in the .

Procedure:  Complaints should be addressed to the Program Director through the . If the program director is the subject of the complaint, the complaint should be addressed to the Dean, School of Health and Natural Science.

The Communication Disorders Graduate Program leads to a professional license administered by each state. Applicants and potential students should review information available on the College's NC-SARA page. We advise you to contact your state licensing board or appropriate licensing entity to determine whether the program meets requirements for Professional Licensure in the state where you are located or the state in which you intend to pursue licensure. Please contact the Communication Disorders Program Director if you have further questions.

Download a copy of the sequence map for:

• 2024 - 2025 MS Communication Disorders

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• 2023 - 2024 M.S. Communication Disorders
• 2022 - 2023 M.S. Communication Disorders
• 2021 - 2022 M.S. Communication Disorders
• 2020 - 2021

F/T 2023-2025 Courses

Full-Time Course Projection

P/T 2023-2026 Courses

Part-Time Course Projection