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Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Purpose The purposes of this exploratory study were to examine the variability among prerequisite courses required by speech-language pathology graduate programs and to explore how faculty in leadership positions within graduate programs approach decision making about these courses. Method This research involved gathering data about the number and type of prerequisite course requirements from American Speech-Language-Hearing Association–accredited speech-language pathology master's degree programs ( n = 272) and conducting interviews with a small sample of speech-language pathology department faculty ( n = 12). Results The large majority of speech-language pathology graduate programs required the same four general education prerequisite courses. The number of prerequisite courses specific to communication sciences and disorders ranged from three to 17. The rationale for which and how many courses to include as prerequisites varied across programs. Issues related to student preparation and foundation for graduate coursework, the composition of the student body, administrative and logistical factors, and traditions and history of each program influenced how faculty made decisions regarding prerequisites. Conclusion While there is not a clear consensus across programs about the number and type of prerequisites necessary to start graduate school in speech-language pathology, most programs feel their ongoing decision making in this area has set up students within their own programs for successful outcomes.

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