The application deadline is January 15, 2021.
Our master’s degree program is based on a cohort model that emphasizes a strong learning community with diverse representation, strong academics, and high community engagement.
On average, we receive between 200 and 300 applications each year. We accept about 90 of those applicants.
Project INICIO, which trains students in the assessment, treatment, and management of pediatric populations learning Spanish and English, accepts approximately 4–6 students.
Project PANGEA is designed to train master’s students from the Communication Disorders and Sciences (CDS) and Early Intervention (EI) programs in the assessment, intervention, and management of children from birth through preschool who are at-risk for or diagnosed with autism (ASD). The project will accept 7 students each year including 3 CDS master’s students and 4 EI/ECSE master’s students.
Students interested in joining the field of speech language pathology are expected to:
- meet the program's GPA requirements
- provide letters of recommendation
- have extracurricular experience acquired through employment, research, or volunteer activities relevant to a CDS degree
- meet the prerequisite course requirements according to the prerequisite checklist
Students for whom English is not their native language must also pass the Test of English as a Foreign Language (TOEFL) with a score of:
- 600 or above for the paper version
- 250 or above for the computer version
- 100 or above for the online version
International students who plan to participate in clinical practicums and work toward national certification by the American Speech-Language-Hearing Association must pass the Speaking Proficiency English Assessment Kit (SPEAK) test with a score of 50.
Communication Sciences and Disorders Centralized Application Service (CSDCAS)
Application to our master’s program in speech-language pathology should be made through the communication sciences and disorders centralized application service (CSDCAS).
The CSDCAS application fee is $131 for the first graduate program applied to and $52 for each additional graduate program.
It is strongly recommended that you visit the CSDCAS Frequently Asked Questions before starting your application.
To complete your application on the CSDCAS website, click on “Apply now for the September 2020–April 2021 Cycle” and create a new account. Please follow the instructions carefully.
If you experience problems, or have questions, please contact:
CSDCAS Customer Service
Monday through Friday from 9:00 a.m. to 5:00 p.m. EST
University of Oregon Graduate School
You will also need to apply to the UO Graduate School.
Nonrefundable Application Fee: $70 (Domestic Students)/$90 (International Students), paid by credit card or eCheck. You will need to pay the application fee before you are able to submit the application. Fee waivers and discounts are available to students that qualify.
Finally, the following information must be submitted directly to CSDCAS to complete your application:
University of Oregon Communications Disorders and Sciences Master's Program Admission Essay Questions 2020-2021
Please complete the following tasks and upload your answers with your CSDCAS application. Answers to all of the questions are required, unless otherwise noted. Our general objectives for the questions below are to get to know you better and assess your written communication and analytic abilities, including critical thinking. Answer all questions in complete sentences and remember to check your writing to make sure it is free of typos and grammatical errors.
1. The first set of questions asks about you and your interest in the University of Oregon. Be sure to answer each prompt completely but concisely. Provide specific details about yourself that showcase your individuality and help us understand why you will thrive at the University of Oregon specifically. You can find more information about our program here: https://education.uoregon.edu/cds. Our admissions committee reviews responses to these questions to (a) determine students’ commitment to attending the University of Oregon, and (b) identify students who bring different types of personal, educational, and professional experiences relevant to graduate training (including those outside of the field of communication disorders) and diversity to our program (e.g., cultural, linguistic, ability, economic, geographic).
- Why do you want to pursue graduate training at the University of Oregon? (200 words or less)
- What unique qualities will you bring to a graduate training program in communication disorders and sciences? (200 words or less)
2. The next set of questions ask you about the case study detailed below. Read the case study carefully and review the table and figure. Then, use this information to answer the questions that follow. All of your responses (including those that ask for calculations) must be provided within grammatical and complete sentences. The admissions committee will review your answers for calculation accuracy (a-c) and evidence of critical thinking (d).
Sonia is a 7-year-old Mandarin-English bilingual learner. She has been diagnosed with a language disorder secondary to a diagnosed intellectual disability. Sonia’s Speech-Language Pathologist is working on a goal to increase Sonia’s mean length of utterance (MLU) given severe and significant delays in language expression specifically. Given Sonia’s unique needs, the SLP decides to test two intervention approaches targeting MLU: intervention A and intervention B. Intervention A uses a drill-based approach with mass practice of a variety of sentence structures to encourage greater utterance length following a cueing hierarchy for prompting. Intervention B uses a more naturalistic approach where a variety of sentence structures are practiced in functional classroom activities to encourage increased length of utterances in spontaneous contexts.
The following figure compares Sonia’s mean length of utterance for Intervention A and B at pre-treatment, post-treatment, and at maintenance. Specifically, her MLU was calculated from a language sample collected during a story retell task pre-treatment, post-treatment, and maintenance.
Figure 1. Changes in MLU across two interventions for Sonia.
Table 1. Performance on language sample during maintenance testing
|Variables||Intervention A||Intervention B|
|Total number of utterances||94||125|
|Number of utterances with grammatical errors||31||52|
|Number of different words||62||79|
|Number of total words||224||298|
|Number of un-intelligible words||68||127|
|Total number of morphemes||310||412|
- Referencing the bar graph in Figure 1, which intervention resulted in the greatest change from pre- to post-treatment in MLU? Which intervention resulted in the greatest change from pre-treatment to maintenance?
- Using the data in Table 1, what proportion of words were intelligible in Intervention A? In Intervention B?
- Using the data in Table 1, what proportion of utterances were grammatical in Intervention A? In Intervention B?
- Based on your calculations and the data presented, which intervention appears to better meet the client’s goals and why? (100 words or less)
3. The final essay question allows the admission committee to analyze your writing skills as they relate to clinical writing at the graduate level. The paragraph below is an example from a clinical report. Read the paragraph carefully and rewrite the paragraph so that it is error free, clear and professional. You may change the wording and move information around, but do not add content and do not write more than six sentences.
Presenting Concerns: Sonia was referred to the University of Oregon Clinic by her pediatriscian for treatment of language problems. She has downs syndrome. An interview with her mother revealed that she is not talking well and does not have a big vocabulary and does not talk a lot but she is a happy child. She can label most ojbects in her world but does not make sentences. She likes the color blue. She knows about ten signs and uses them to indicate things she wants to eat or have given to her.
4. Is there anything we did not ask you, that you feel is important for us to know when reviewing your application? (Optional; no more than 2-4 sentences)
5. Additional Information
a) Do you plan to apply to Project INICIO? _____ Yes ____ No
* If you indicated yes, please remember that this requires an additional letter of intent.*
b) Do you plan to apply to Project PANGEA? _____ Yes ____ No
* If you indicated yes, please remember that this requires an additional letter of intent.*
c) Do you speak another language in addition to English? _____ Yes ____ No
If Yes, what language(s)?
If Yes, please rate your fluency for each language based on the following scale ____
To rate your second language fluency please use the Interagency Language Roundtable (ILR) scale, developed by the US State Department to identify your Language Proficiency:
- Level 1 – Elementary – Can fulfill the basic needs in a language, such as ordering meals, asking time, and asking for directions.
- Level 2 – Limited Working Proficiency – Can fulfill routine social demands, such as small talk about one’s self, one’s family, and current events.
- Level 3 – Professional Working Proficiency – Can discuss a variety of topics with ease and almost completely understand what others are saying.
- Level 4 – Full Professional Proficiency – Can participate in all manners of conversations with ease and only rarely makes grammatical mistakes.
- Level 5 – Native or Bilingual Proficiency – Can use the language the way an educated native speaker of the language would.
Optional Project INICIO Application
If interested in applying for Project INICIO, you must submit an additional letter of intent. Letter should be: a) in PDF format, b) include your name and contact information, and c) should be in standard letter format addressed to Dr. Lauren Cycyk.
This letter of intent should:
- Explain your interest in serving culturally and linguistically diverse young children with disabilities.
- Specify whether or not you have a documented disability, speak a language in addition to English fluently (native or native-like proficiency; high school study only of a language does not count), are from a traditionally underrepresented or marginalized population in the US, are a first-generation college student, or are a parent of a child with a disability.
- Comment on your level of Spanish proficiency specifically, for speaking and understanding (e.g., basic, intermediate, native).
- Comment on your willingness to meet the 2-year service obligation that is required for student funding associated with Project INICIO (i.e., employed in a position within seven years postgraduation that provides direct service to infants, toddlers, or children at risk for or with disabilities).
Please note that only US citizens and permanent residents are eligible for Project INICIO due to the federal requirements associated with the funding.
Please email your Project INICIO letter of intent to firstname.lastname@example.org by the application deadline.
Optional Project PANGEA Application
If interested in applying for Project PANGEA, you must submit an additional letter of intent. Letter should be: a) in PDF format, b) include your name and contact information, and c) should be in standard letter format addressed to Lori Hornfelt and Dr. Stephanie Shire.
This letter of intent should:
- Explain your interest in serving young children with ASD.
- Describe your experience working with individuals with special needs with emphasis on individuals with ASD, in particular young children.
- Specify whether or not you have a documented disability, are from a traditionally underrepresented or marginalized population in the US, are a fist-generation college student, or are a parent of a child with a disability.
- Comment on your willingness to meet the 2-year service obligation that is required for student funding associated with Project PANGEA (i.e., employed in a position within seven years postgraduation that provides direct service to infants, toddlers, or children at risk for or with disabilities).
Please note that only US citizens and permanent residents are eligible for Project PANGEA due to the federal requirements associated with the funding.
Please email your Project PANGEA letter of intent to email@example.com by the application deadline.
Three Letters of Recommendation
You should provide email contact information for at least three people who are willing to write letters that support your application to graduate school.
We do require at least two letters from academic faculty. If you have any extenuating circumstances that may be impacting your ability to obtain these letters from academic faculty, you may note this in the optional question section. This information may be considered as part of the admissions process.
You will be required to submit one official set of transcripts directly to CSDCAS several weeks prior to the January 15, 2021 deadline date to ensure your transcripts arrive on time.
When submitting transcripts to CSDCAS, please bear in mind that you must send ALL transcripts for every college credit you have earned. This includes:
- any AP courses
- dual-enrollment courses
- course work completed at community colleges, etc.
Even if you only took one class at a particular institution, CSDCAS still requires that you submit an official transcript.
Verification of Transcripts
After your transcripts are submitted, it will take several weeks for the CSDCAS team to verify your transcripts. It is critical that transcripts are submitted as soon as possible.
Your application will NOT be reviewed until CSDCAS has changed your Application Status to VERIFIED. You may check your application status on the CSDCAS website.
If your degree is in progress, you must submit a transcript to CSDCAS with your last term grades. This includes any undergrad or post-baccalaureate work completed.
Confirm Receipt of Transcripts
After submitting your application, be sure to check the application’s status to ensure that all transcripts have been received and verified. It is very important that your transcripts are verified in a timely manner, and it is your responsibility to confirm that ALL transcripts have been received and verified by CSDCAS.
Please note that the UO only requires the transcript from the school that conferred your undergraduate degree. You do not need to send all transcripts to the UO Registrar's Office.
If your undergraduate degree is in progress, you do not need to submit transcripts to the UO until after you graduate.
Send Transcripts To:
- CSDCAS Verification Department
P.O. Box 9113
Watertown, MA 02471
- Office of the Registrar
5257 University of Oregon
Eugene, OR 97403
GRE scores are not currently required.