speech therapy university personal statement

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• Speech and language therapy
• Become a speech and language therapist

University degrees

Applying for a speech and language therapy degree.

Ready to apply for a speech and language therapy degree? Read our tips on writing a personal statement and preparing for an interview.

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Applying and covid-19, reading list, other resources, writing your personal statement, preparing for an interview, diversity and inclusion.

Getting some relevant work experience can make a big difference to your chances of being accepted on a speech and language therapy degree course.

However, during the coronavirus pandemic, access to work experience for prospective students has been in short supply.

Universities that provide speech and language therapy courses understand this situation, so don’t worry if you haven’t been able to secure work experience due to the pandemic.

Your chances of being accepted on a speech and language therapy course will not be affected.

These books will give you an understanding of some of the conditions and disabilities a speech and language therapist might help to support.

You can use some of the insights from these books to support your university application.

• The Diving Bell and the Butterfly by Jean-Dominique Bauby – A memoir where the writer describes his life before and after suffering a stroke that left him with locked-in syndrome.
• The Spectrum Girl’s Survival Guide: How to Grow Up Awesome and Autistic by Siena Castellon – Advice and tips to help autistic girls live their best lives.
• A Stitch of Time: The Year a Brain Injury Changed My Language and Life by Lauren Marks – One woman’s journey to regaining her language and identity after a brain aneurysm affects her ability to communicate.
• Adventures in the Mainstream: Coming of Age with Down Syndrome by Greg Palmer – A father chronicles two of the most important years in the life of his son, who has Down syndrome.
• The Man Who Mistook His Wife for a Hat by Oliver Sacks – The famous neurologist Dr Oliver Sacks recounts the stories of patients struggling to adapt to their neurological disorders.
• My Stroke of Insight by Jill Bolte Taylor – A doctor’s first-hand account of a stroke and the process of recovery.
• The Curious Incident of the Dog in the Night-time by Mark Haddon – A murder mystery in which the protagonist is 15 years old with Asperger’s Syndrome.
• Let me finish: A rare insight into living with a lifelong stammer by Paul O’Meara – A memoir about navigating the world as someone who stammers.

When writing a personal statement or preparing for an interview to study speech and language therapy, you can draw on the following resources to develop your understanding of the profession and what it means to be a speech and language therapist.

RCSLT resources

• RCSLT careers guide booklet (PDF)
• RCSLT podcasts
• Easy evidence-based practice webinar
• Public health and communication needs webinar
• Putting children, young people and their parents at the centre of decision making webinar
• Videos about speech and language therapy

External resources

The following service user organisations, charities and support groups offer valuable resources and insights for prospective SLTs:

• The Communications Trust
• Speech and Language UK
• British Stammering Association
• Stroke Association
• LGBT Foundation: how to be an ally to trans people
• Down’s Syndrome Association
• National Autistic Society

When writing your personal statement or preparing for an interview at university to study speech and language therapy, you will need to demonstrate your interest and understanding of the profession.

Tips from university speech and language therapy university admission tutors and what they look for when reviewing applications:

• Evidence of wide and diverse reading to support the applicant’s understanding of their choice, which goes beyond more that ‘what an SLT does’.
• An explanation of why the applicant wants to train as a speech and language therapist and what makes them suitable for this degree and career.
• An application specifically tailored to a speech and language therapy course.
• Evidence that the applicant has undertaken research into the speech and language therapy profession and what they learned as a result.
• Skills from all parts of life that the applicant can bring to the profession.
• An understanding of what might be important from a service user’s perspective.
• An understanding of how the applicant’s personal values align with those of the NHS constitution.

Already been offered an interview? Congratulations!

Here are some of our tips to help you feel confident on the day:

• We want applicants to feel they can bring their authentic selves to interview and to the world of speech and language therapy.
• It’s also important to show how your values line up with those in the NHS or in other places SLTs work, such as schools or in independent practice.
• Do you need adjustments to help you access an interview? Ask the university when you apply.
• Cost of travel limiting your options? Don’t be afraid to ask if a virtual interview is possible. If not, ask about the policy for covering travel expenses.

Helpful resources

• UCAS – undergraduate interview invitations

The RCSLT wants to encourage more students from Black, Asian and ethnic minority backgrounds to become speech and language therapists. A diverse profession makes for a stronger profession. A diverse workforce helps us to reflect the communities we serve.

The RCSLT has compiled this anti-racist reading and resources list to support learning on the subject .

Read our joint statement with universities that provide speech and language therapy degrees on how we are supporting equality, diversity and inclusion for student SLTs.

Related content

Find out where you can study

Why choose speech and language therapy?

What makes the profession special

What is speech and language therapy

Learn what SLTs do and where they work

Is something wrong with this page? Submit feedback

Speech and Language Therapy Personal Statement Examples

• 1 Personal Statement Example Links
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4.1 Apprenticeship
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Example Links

• Personal Statement Example 1
• Personal Statement Example 2
• Personal Statement Example 3
• Personal Statement Example 4
• Personal Statement Example 5
• Personal Statement Example 6 (for reference)

Ever been captivated by the intricacies of human communication? Inspired by the idea of helping individuals overcome speech and language difficulties?

If so, a career as a Speech and Language Therapist could be your ideal journey. This rewarding field equips you with the knowledge and skills to diagnose, treat and support individuals with a range of communication disorders.

It also offers a fulfilling and rewarding opportunity for university applicants who are passionate about making a difference in people’s lives.

As an SLT, you will work with individuals of all ages, addressing a diverse range of communication and swallowing disorders resulting from various causes, such as developmental delays, learning disabilities, neurological conditions, or physical impairments.

SLTs are in high demand across various settings, including hospitals, schools, community health centres, and private practices.

To become a qualified SLT, you will need to complete an accredited undergraduate or postgraduate degree in Speech and Language Therapy, followed by registration with the Health and Care Professions Council (HCPC).

This profession not only requires excellent communication and interpersonal skills but also a strong foundation in linguistics, psychology, and anatomy.

As an SLT, you will have the unique opportunity to empower individuals, improve their quality of life, and create lasting, positive change.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

A Speech and Language Therapy degree provides graduates with a range of career opportunities in a variety of industries and sectors. With a Speech and Language Therapy degree, graduates can pursue careers as Speech and Language Therapists, Audiologists, Clinical Educators, Rehabilitation Specialists, and Research Scientists.

Speech and Language Therapists work with individuals who have communication and swallowing difficulties, including those with autism, cerebral palsy, and learning disabilities. They assess and diagnose communication disorders, develop treatment plans, and provide therapeutic intervention. Speech and Language Therapists also work with families, teachers, and other professionals to ensure the best possible outcomes for their clients.

Audiologists specialize in the diagnosis and treatment of hearing and balance disorders. They use a variety of tests and techniques to assess hearing and balance, and they provide hearing aid fittings, hearing aid repairs, and counseling services. Audiologists also work with physicians, educators, and other professionals to ensure the best possible outcomes for their patients.

To transfer across to audiology, you’ll need to complete the NHS Practitioner Training Programme in healthcare science (audiology). This is a 3-year training scheme and includes a mix of on the job training and study.

To work as an audiologist in the private sector, you’ll need to do an audiology degree approved by the Health and Care Professions Council .

Clinical Educators provide education and training to healthcare professionals , students, and patients. They develop and deliver educational programs, evaluate the effectiveness of educational programs, and provide consultation services. Clinical Educators also work with healthcare professionals to ensure that their patients receive the best possible care.

Rehabilitation Specialists provide rehabilitation services to individuals with physical, cognitive, and emotional disabilities. They assess and diagnose disabilities, develop treatment plans, and provide therapeutic intervention.

UK Admission Requirements

In order to be accepted into a university course in Speech and Language Therapy in the UK, applicants must have a minimum of five GCSEs at grade C or above, including English, Maths, and a Science subject. Additionally, applicants must have either an A Level in a relevant subject, such as Psychology, or a Level 3 Diploma in Health and Social Care.

You’ll need a degree in speech and language therapy that’s approved by the Health and Care Professions Council (HCPC) and the Royal College of Speech and Language Therapists (RCSLT).

If you’ve got a relevant degree, you could do a 2-year fast-track postgraduate course in speech and language therapy.

The Royal College of Speech and Language Therapists (RCSLT) has useful resources to help you prepare for a career in speech and language therapy.

You may be able to get additional student financial support through the NHS Learning Support Fund.

Entry requirements

You’ll usually need:

• 2 to 3 A levels, or equivalent, for a degree
• a degree in a relevant subject for postgraduate study

UK Earnings Potential For SLTs

The average salary for a speech and language therapist in the UK is £37,570 per year. This figure is based on data from the Office for National Statistics. The salary range for speech and language therapists is typically between £27,000 and £47,000.

The job market for speech and language therapists is growing, with an estimated 6% increase in job openings over the next 5 years. This growth is driven by an aging population and an increased demand for speech and language therapy services. Additionally, the UK government has made a commitment to expanding the number of speech and language therapists in the NHS, which will create more job opportunities.

Apprenticeship

You may be able to do a speech and language therapist degree apprenticeship.

The apprenticeship will take around 4 years to complete.

If you already have a relevant degree it may be shorter and you may be able to gain a masters qualification as part of the apprenticeship.

If you are already working as a speech and language therapy assistant you may be able to apply to do the degree apprenticeship with your current employer. You would need to meet all their entry requirements for the apprenticeship.

The Royal College of Speech and Language Therapists (RCSLT) has more information on this apprenticeship.

• 4 or 5 GCSEs at grades 9 to 4 (A* to C) and A levels, or equivalent, for a degree apprenticeship

Similar Courses in UK

Other university courses related to Speech and Language Therapy include:

1. Audiology: Audiology is the study of hearing and balance disorders, and involves the diagnosis, management, and treatment of hearing and balance disorders. The key difference between Audiology and Speech and Language Therapy is that Audiology focuses on the diagnosis and treatment of hearing and balance disorders, while Speech and Language Therapy focuses on the diagnosis and treatment of communication and swallowing disorders.

2. Speech and Language Science: Speech and Language Science is the study of the structure and function of human communication. It covers topics such as language development, language processing, and speech production. The key difference between Speech and Language Science and Speech and Language Therapy is that Speech and Language Science is more focused on the theoretical aspects of communication, while Speech and Language Therapy is more focused on the practical aspects of communication.

UK Curriculum

The Speech and Language Therapy course at UK universities typically covers a range of topics, including anatomy and physiology of the speech and language systems, communication and language development, language disorders, speech and language assessment, and intervention strategies.

The course also covers a range of modules, such as clinical linguistics, clinical phonetics, language and communication development, and speech and language therapy. These modules provide students with an in-depth understanding of how language and communication work in the human body.

In addition to the theoretical aspects of the course, students also gain hands-on experience through practical work. This includes supervised clinical placements in which students observe and participate in the assessment and treatment of individuals with communication and language disorders. This provides students with an opportunity to apply the knowledge and skills they have acquired during the course to real-life situations.

In addition to the clinical placements, students may also be required to complete research projects or write a dissertation. These projects allow students to explore a particular area of speech and language therapy in depth and to develop their analytical and research skills.

Overall, the Speech and Language Therapy course provides students with a comprehensive understanding of the theory and practice of speech and language therapy. Through the combination of theoretical modules, hands-on experience, and research projects, students gain the knowledge and skills necessary to become successful speech and language therapists.

Alumni Network

Notable alumni from the Speech and Language Therapy course include Dr. Rosemary Sage , who is a professor in the Department of Communication Sciences and Disorders at the University of South Florida. Dr. Sage has made significant contributions to the field of speech and language therapy, including her research into the use of technology to improve communication in children with autism. She has also been involved in the development of innovative clinical practices and has published numerous articles and books on the subject.

In addition to Dr. Sage, other notable alumni include Dr. John Costello , who is the Director of the Speech and Language Therapy Program at the University of North Carolina at Chapel Hill, and Dr. Susan Wortman-Jutt, who is a professor in the Department of Communication Sciences and Disorders at the University of Wisconsin-Madison. Both of these individuals have made important contributions to the field of speech and language therapy, including their research into the use of technology to improve communication in children with autism.

The university offers a number of alumni events and networking opportunities for students and alumni of the Speech and Language Therapy course. These include an annual alumni reunion, which provides an opportunity for alumni to connect with each other and learn about the latest developments in the field. In addition, the university also hosts an annual alumni networking event, which allows alumni to network with each other and learn about potential job opportunities.

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Unique Personal Statements for Speech and Language Therapy

Table of Contents

Speech and language therapy courses help prospective healthcare professionals improve their interpersonal and communication abilities and learn therapeutic skills. A personal statement speech and language therapy is your chance to impress employers with your talents, experience, and goals.

This article discusses how to write a fascinating SLT personal statement and gives samples of good, thought-provoking ones.

What to Include in a Personal Statement for SLT

If you want to study SLT in college, you’ll need to show that you’re committed to the field in your statement. Here are some points to prioritize while writing your statement;

Proven reading depth in relevant fields supports the applicant’s claim that they know more than “what an SLT does.”

• Justify your interest in and suitability for the profession.
• Mention past work experiences.
• Demonstrate your knowledge on SLT.
• Explain your range of transferable skills.

Great Examples of Personal Statement Speech and Language Therapy

These INK examples show the variety of the information that can be included in a personal statement. It should be easy to get started writing your statement as soon as you are finished reading the examples.

I am an experienced Speech and language therapist passionate about helping others communicate effectively. My expertise lies in supporting children, adolescents, and adults to overcome speech impediments that impact their everyday lives. I have seen firsthand the transformative power of therapy on many occasions. I have seen individuals gain confidence and make strides toward independence.

Throughout my career, I have strived to remain abreast of current best practices, attending courses to stay apprised of advances in the field. Additionally, I regularly conduct assessments, develop treatment plans, and provide direct therapy sessions tailored to each individual’s needs. Through innovative techniques and creative strategies, I’ve achieved positive outcomes for patients who had previously felt hopeless.

I understand that communication is not just about words; it involves body language and non-verbal cues. Thus, I always strive to create a safe environment where clients can feel comfortable expressing themselves without judgment. This approach has allowed me to help many people discover their voice—and use it boldly!

I am excited by the prospect of using my skills and enthusiasm to support even more individuals as a Speech and Language Therapist.

As a Speech and Language Therapist with over two decades of experience, I have witnessed the transformative power of communication in my clients’ lives. From helping children develop language skills to supporting survivors, SLT has afforded me meaningful opportunities to change people’s lives positively.

My commitment to excellence is rooted in the belief that empathy is our most powerful tool as therapists. I understand the unique needs and experiences of every individual. This motivates me to strive for innovation in developing custom-tailored programs tailored for each client’s specific goals.

I am passionate about using creative approaches such as board games and stories to engage clients and provide them with an enjoyable learning environment.

It is rewarding to observe firsthand how even minor improvements can bring great joy and confidence to a person’s life. Having dedicated so many years to this profession, I look forward to continuing to serve my community by delivering high-quality care and compassionate support.

Final Words

A personal statement for speech and language therapy introduces you to the school and what you have to offer as a candidate .

So, it’s essential to know how much information to include and how to capture the attention and win over the admission officers.

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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How to Apply Online MS, Communicative Sciences and Disorders

Drawing from linguistics, psychology, physiology, and physical science, the field of communicative sciences and disorders is dedicated to understanding and minimizing the impact of disordered speech, language, hearing, and swallowing processes in children and adults. In this master's degree program, you'll learn from and collaborate with leaders in the field and gain hands-on clinical experience. This degree leads to eligibility for  professional licensure as a speech-language pathologist.

Our program is offered in two modalities: on-campus and online. The application materials and adjudication are equivalent across the two modalities, however, the application process differs for each. This application is for the online option only. If you would like to apply to the  on-campus modality , please visit the  on-campus How to Apply page . Candidates can only have one active application to NYU Steinhardt during each admission cycle. In other words, candidates can either have an on-campus application open or an online application open, but not both.

See the  curriculum and degree requirements for the MS in Communicative Sciences and Disorders.  Our program offers two available tracks:

Standard Track:

The Standard Track is the most popular program track selected, in which students complete the graduate program in 6-8 terms depending on the number of outstanding foundation courses a student must complete. For students with all foundations complete the standard track would be 6 terms. Students can opt into the track following the deposit deadline. No action is needed to indicate interest in this track during the application process.

Bilingual Extension Track:

The  Bilingual Extension Track (BET)   includes coursework and clinical experiences required for NYS Education Department’s Teacher for Students with Speech and Language Disabilities-Bilingual Extension (TSSLD-BE) certification. The NYSED TSSLD-BE is designed for bilingual or multilingual students admitted to the MS in CSD program, who intend to work in NYS with linguistically minoritized populations between the ages of 3-21 years. This program has limitations in size, with caps imposed every semester. Acceptances are determined on a lottery basis. Completion of the questions in the application, confirms potential interest in the BET and entry into the lottery. You will learn about your status in the BET following the deposit deadline. Please review the  BET webpage to learn more about the requirements of this track.

We also offer an on-campus MS in Communicative Sciences and Disorders .

Official Degree Title

Admissions Information

Admissions Requirements

Each year, NYU Steinhardt’s Department of Communicative Sciences and Disorders welcomes several dozen college graduates from science and other liberal arts backgrounds from across the country to join its MS program. Applicants must have been conferred a bachelor’s degree prior to their first semester of enrollment in order to apply to the MS program.

If you do not have a background in communicative sciences and disorders, you may be required to take additional foundational course work. All foundation courses are necessary for New York State licensure and ASHA certification. These foundation courses do not carry graduate credit for the MS degree.  Please see the CSD Foundation Courses section of the Curriculum webpage to learn more about how you can meet the requirement. 

It is recommended that applicants meet at least one of the following grade point average (GPA) requirements, based on a 4.0 scale:

• A minimum 3.0 cumulative GPA for baccalaureate studies
• A minimum 3.2 GPA in any communicative sciences and disorders foundation courses you have taken  

In evaluating applications, we examine prospective students holistically taking all application components into account.

Observation Hours Guidelines

Prospective students are strongly encouraged to complete all 25 hours of guided observations prior to entering the Graduate Program.  In addition to being an ASHA requirement, observation hours provide applicants the opportunity to learn about the profession, the potential clients they may be treating, and different supervisory styles. Although not a requirement for acceptance into the program, students are required to complete all 25 observation hours before they start Practicum I (Fall 2024 for students who choose the intensive track).

A minimum of 12 out of the 25 guided observation hours must be completed outside of the department. Students will have the opportunity to earn the remaining observation hours through the department. 

All guided observation hours must be supervised by licensed and certified speech-language pathologists (SLP). The hours can be earned with individuals across the life span in any setting. Completed observation hours from a required course at the undergraduate or post-baccalaureate level may be submitted.

All observation hours earned on or after January 1, 2021 must be completed under an SLP who has met the 2020 ASHA standards; specifically, the supervisory requirement . It is the student's responsibility to ensure that the SLP they are observing has met the 2020 ASHA standard.

Re-Application Guidelines

Candidates who have previously applied to NYU's MS in CSD program (on-campus and/or online) are required to submit a supplemental essay in addition to the standard application materials.  Additionally, candidates must disclose prior applications and decisions from NYU on any future applications to NYU regardless of the modality of their prior application.  

1. Prepare Your Application

Personal statement.

Your personal statement is an opportunity for you to introduce yourself to the Admissions Committee at NYU Steinhardt. Your statement should describe your motivation for pursuing a career in speech-language pathology, as well as your goals, interests, and career plans. We are also interested to learn which personal characteristics you believe will make you a successful graduate student at NYU Steinhardt. Your personal statement should be: 

• 11-point font or greater
• 2 pages maximum
• Double-spaced with 1-inch margins

Please upload a copy of your most recent résumé or curriculum vitae.

(2-page maximum, does not need to be double-spaced or have 1-inch margins)  

Letters of Recommendation

These two letters should come from academic references who know you and can speak to your academic qualifications in relation to your field of study. You may provide a third clinical recommendation, but it is not required.

Transcripts

Upload copies of transcripts from every postsecondary school you have attended, including study abroad programs and community college, directly into the application. Please note that unofficial transcripts must include the following:

• Name of institution
• Student name
• Course title and grade received
• Grading scale (if different than 4.0 scale)
• Level of study
• Degree conferral date (if degree granted)

If the unofficial transcripts submitted do not meet the above requirements, you will be required to submit official transcripts.

If admitted to the program, you will need to provide official transcripts. Transcripts can be sent via email to [email protected] or by mail to the following address:

New York University (NYU) Application Processing Center Speech@NYU PO Box 30096 010-003 College Station, TX 77842

To be considered an official transcript, the transcript must be sent directly from your institution(s) or through an electronic transcript vendor retained by that institution. Transcripts submitted by enrolled or prospective students are considered unofficial documents, even if they are in a sealed envelope provided to you by the issuing university.

If you have completed or are completing a degree at an institution outside of the United States or Canada, you are required to provide either a  WES course-by-course  or an  ECE course-by-course  evaluation.

Enrollment Verification

If you are currently enrolled in non-matriculating classes, you will be required to submit an enrollment verification form that includes the start and end dates of the term. You can obtain this form from your registrar’s office.

Degree Conferral

If you are currently pursuing a degree, we will require a document that states the date your degree will be conferred. You can obtain this form from your registrar’s office.

Supplemental Essay

Please answer one of the two essay prompt options below. 

• Speech-language pathologists (SLPs) are called upon to be culturally responsive practitioners. Practicing from a culturally responsive lens involves integrating clients' lived experiences and identities (e.g., race, language, ethnicity, gender, ability, etc) into assessment and intervention contexts. Explain how your prior life experiences have contributed to your understanding of cultural responsiveness and how you plan to continue learning about culturally responsive service delivery.
• Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

(one-page maximum)

Effective November 18, 2021,  the GRE is NOT required.

English Proficiency Exam (if applicable)

These scores are only required if your native language is not English and you did not receive the equivalent of a four-year US undergraduate degree in which the main level of instruction was English.

All applicants must be US citizens or permanent residents living in the United States throughout the duration of the program. Speech@NYU’s ETS code for TOEFL scores is B498 . Students living outside of the United States are not eligible for the program at this time.

Application

Start Your Application Now

After you fill in and upload the required information, you can submit your completed application. 

Non-Refundable Application Fee

A $75 non-refundable application fee is required upon submission of your application and can be paid using any major credit card. Applicants who apply by the priority deadline will have their non-refundable application fee reduced from $75 to $45.  

3. Receive Your Admission Decision

You will be notified about your decision by email.

Admissions Policy

It is the Department of CSD's policy that admitted students cannot switch between modalities. Students who wish to switch from one academic program (online to on-campus or vice-versa) must withdraw their applications and re-apply to the other modality.

At the discretion of the Academic Advisor and the Admissions Committee, students admitted to the on-campus program may be eligible to switch to the online program prior to beginning their studies. Students admitted to the online program are not eligible to switch to the on-campus program given physical space limitations. Note, however, that all students admitted to the on-campus program will have the opportunity to take their prerequisite course work online.

Candidates can only have one active application to NYU Steinhardt during each admission cycle. In other words, candidates can either have an on-campus application open or an online application open, but not both.

Financial Aid

In order to be considered for financial aid, you must submit your Free Application for Federal Student Aid (FAFSA) by the appropriate deadline.  Students are strongly encouraged to submit their FAFSA before receiving a decision from the program. Do not wait for your decision before submitting.

• Academic Programs & Support
• Departments, Schools & Colleges
• College Of Health & Human Sciences
• Department of Communication Sciences and Disorders (CSD)

M.S. in Communication Sciences and Disorders

About m.s.csd program, program overview.

Location: West Campus, Cullowhee, NC

Min Reqs: 3.0 GPA, bachelor's degree

Full-time, 30 person cohort

App Deadline: Feb 1 for fall term start

Full-Time; 63 Credit Hours

Highly competitive praxis pass rates

Students completing the program will graduate with a Master's of Science in Communication Sciences and Disorders. With 100% Praxis pass rates and post-graduate employment, our program is highly competitive. We value the unique qualities of faculty, staff, and students in our program, and we strive to create a culture that embraces diversity, inclusion, equity, justice, and belonging. In that line, we serve a unique population in rural Appalachia, improving the communication and quality of life of our neighbors. Our program offers students a variety of clinical sites (e.g., skilled nursing facilities, hospitals, private practice, schools), and students may even have the opportunity to acquire unique placements nationally. (National and international service experiences are also returning to the table for discussion and planning.) We offer several internal scholarships, graduate assistantships, and tuition remissions for exceptional applicants. We believe strongly in the community we have created, and we hope you will consider WCU to earn your master's degree.

• The numbers! Our students graduate on-time, they pass the Praxis, and they get jobs.
• The cost! In-state students can finish this degree for around $25K, and out-of-state students can finish this degree for around $44K. With the financial support we can offer, it gets better. We have tuition remissions, scholarships, grants, and a lot of graduate assistantships. We support our students headed to conferences to present their research, and we write letters of recommendation for external scholarships and awards. WCU has no-questions-asked student emergency funds, and CSD collects donations of scrubs for short-term clinical placements. 
• The mountains! Your self-care starts as soon as you walk out of the building. The air and the views will already be a calming presence after a long day of classes or clinic. Give yourself the gift of this place during the two years you are doing something really tough.
• The curriculum! Our graduate classes are offered on a Tuesday/Thursday schedule, so you can expect to be in the classroom from 8:30 to 3:45 on those days. The other three days are reserved for clinical placements. Our faculty and staff appreciate work-life balance, and hope to demonstrate that balance by not requiring much, if anything, in the evening hours.
• The skills! You can graduate WCU with an additional certification as a Certified Dementia Practitioner! You can graduate WCU with advanced experience in ASD, AAC, and IPE! You can graduate as an experienced bilingual practitioner! You can graduate with experitise in literacy!

Amazing opportunities await you at WCU!

Fall 2024 Admission Updates

As of August 1, 2023, the admissions process for the Fall 2024 cohort is closed. Admission for the Fall 2025 cohort will open early fall. Applications are submitted through WCU; that is, WCU does not use an external application platform.  

The Competitive Application

The competitive application will have the following:

• An overall GPA of 3.5 or higher (4.0 scale) and As/Bs in the six ASHA-required foundational course
• Three strong letters of recommendation (at least two from former professors; no personal references)
• Completion of a minimum 25 hours of observation in a variety of settings or with a variety of clinical populations
• Personal statement (built-into the application) that demonstrates effective professional writing and highlights the unique qualities that you bring to our program and the profession

Academic Tracks

At WCU, we appreciate the value of diverse educational backgrounds and professional experiences. For this reason, we offer two academic tracks: Traditional and Leveler. In the application process, you will be expected to select one track to which you are committing. Use the decision chart to find the best fit for you. If you match the leveler track at present, please discuss with us the distance education prerequisite course sequence prior to applying to confirm this path.

Traditional Track

This course of study is designed for students who meet one of the two requirements below:

• Earned bachelor's degree in CSD, or
• Earned bachelor's degree in another field and completion of at least 4 of 6 ASHA foundational courses. (only two prereqs remain)

This track is 5 semesters, with a spring semester graduation.

Leveler Track

This course of study is designed for students who meet both of the two requirements below:

• Earned bachelor's degree in another field, and
• Completion of 0-2 ASHA foundational courses. (3 or more remain)

This track is 7 semesters, with a fall semester graduation.

How to Apply

Step 1: Complete Western Carolina University's Graduate School application. (We do not require or accept applications submitted in external application platforms. All materials must be submitted through the Graduate School's application system.)

Step 2: Request official transcripts from all universities from which you have earned college-level academic credit.

Step 3: Select and submit the names of those individuals providing letters of recommendation on your behalf.

Step 4: Per the current requirements, complete the GRE and send to WCU using the school code 5897. 

  Special Considerations

Speech Language Pathology practice requires certain aptitude, abilities, and skills to ensure clinician and client success and safety. Students accepted into the program must attest to meeting these essential functions .

Information for International Applicants

Citizens of other countries, whose degrees are not from U.S. institutions, must have their transcripts and full course descriptions translated into English and evaluated by a recognized credential evaluation service such as World Education Services .

"Language proficiency is the ability to communicate accurately, effectively, and spontaneously in expressive (spoken and written) and receptive (listening and reading) modalities. Widely used tests of English language proficiency that assess skill in each of the four modalities of language (speaking, listening, reading, and writing) include the IELTS, which is based on English as a global language (including English used in North America, Britain, Australia, and New Zealand), and the TOEFL, based on American English." ( ASHA , retrieved on August 1, 2023)

According to ASHA's February 2019 Final Report from the Ad Hoc Committee on Language Proficiency , it has been recommended to require a minimum TOEFL Total Score of 105 with at least a 26 on the Speaking and Listening subtests and to require a minimum IELTS Total Score to 7.5, with at least a 7.5 on the Speaking and Listening segments. 

Questions about the Program?

If you have about programs in CSD, contact Dr. Leigh Odom at [email protected]

Virtual Open House

Tuesday, august 6, 2024: 5-6:30 p.m..

Join us at one of our upcoming virtual  Graduate School Open House events on Zoom! You'll have the opportunity to learn more about Western Carolina University,  understand the Graduate School application process, and meet key program representatives.

Register Today

Request more info!

Start Your Graduate Journey

Apply Today

Speech and hearing clinic.

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Dr. Leigh Odom CSD Department Head 158 Health & Human Sciences Building Phone: 828.227.3834 [email protected]

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A Guide to Postgraduate Speech and Language Therapy

27 th September 2019

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Speech and Language therapy is a rewarding and fulfilling career and popular at both undergraduate and postgraduate level, therefore the application process can be competitive. As with similar health pathways, tuition in most cases is paid for by the NHS and there are a set number of places at each institution. If you did not study a pre-registration course accredited by the HCPC (Health Care and Professionals Council) then you need to do a pre-registration, accelerated course in Speech and Language Therapy to practice as a Speech therapist.

What do speech therapists do?

Speech and language therapists (SLT) assess and treat speech, language and communication problems in people of all ages to help them better communicate. They'll also work with people who have eating and swallowing problems.

They work with people of all ages, who may have other health problems that affect their speech, or may be recovering from an accident or stroke.

Career Progression

When qualified and registered with the HCPC, the first year of work is normally spent under supervision, in order to become a full member of the Royal College of Speech and Language Therapists. This is usually a post in the NHS, which often involves working from health centres, hospital clinics and special schools. Many qualified Speech and Language therapists decide to specialise in a particular patient group or disorder, but others move around. Senior positions are in clinical specialisms, management, research and teaching..

Self-employment is an increasingly growing career path; the Association of Speech and Language Therapists in Independent Practice (ASLTIP)  provides support for therapists in this area.

Speech and language therapy jobs in the NHS are normally covered by the  Agenda for Change Pay Rates , but individual NHS trusts have their own terms and conditions. Speech and language therapists usually have a starting salary of £21,176 (Band 5), rising to £27,625. Other employers, like charities and local education authorities, offer similar pay. Specialist speech and language therapists (Band 6) earn £25,528 - £34,189. Advanced speech and language therapists (Band 7) can earn £30,460 - £40,157. Full-time NHS speech and language therapists work 37.5 hours a week. Hours are typically 9am to 5pm with the possibility of some extra hours as and when required.

>See all speech and language therapy courses

Interview with Jane Stokes, programme leader on the Speech and Language therapy pre-registration course run jointly by the University of Greenwich and Canterbury Christ Church.

The application process for our programme is competitive - we routinely get 200 applications for 28 places, so a ratio of about 7 to 1. This is similar to the ratio nationally which is about 8 to 1.

How can applicants improve their chances of getting a place on the course?

To improve their chances of being accepted, applicants should obtain as much information about speech and language therapy by shadowing therapists working, by gaining experience in health, education or social care settings generally, by attending open days at the university, or by finding out about the profession through reading.

On this programme, the typical student has already worked either paid or in a voluntary capacity in a health, education or social care setting. They have had some personal or professional experience of people with communication difficulties and have a commitment to developing their skills in interacting and communicating with people who have difficulties. The typical student has a first degree in a related subject - linguistics, psychology, biological sciences, or Early Years, although we do accept students who have other degrees as long as they have relevant experience.

What are the main strengths of the course?

The main strength of the course is that it has a strong practice focus, and is founded on the principle that it provides the workforce with effective, autonomous and safe practitioners. We encourage personal development as a feature of the programme and introduce the students to people with communication disorders early on in the programme so that they can understand the impact of communication difficulty on daily life. There is also a strong emphasis on self directed learning. The student group is diverse and we welcome the contributions that experienced people bring to their studies.

The course is intensive, as it covers in two years, what an undergraduate will cover in four years. We ask students to consider the course as full time, not to expect to be able to do much paid work during the two years, and therefore the best way to prepare for the course is to ensure that they have thought through the financial implications. There are no fees to pay and students can apply for a means tested bursary.

>See further details on the Greenwich and Canterbury course

Interview with Paul Turner, Senior Lecturer in Audiology and Programme Manager in the Division of Language and Communication Science at City University , London.

Ratio of applicants to places?

8 or 9 applicants per place

What can people do to improve their chance of being accepted?

Undertake some relevant work experience and reflect on what they have learned in their application to demonstrate their understanding of the types of communication difficulties people can experience and what SLTs can do about them.

What does the application process consist of?

Paper applications are scored and moderated using a detailed scoring system. We will assess applications on the basis of previous academic record (i), two references (ii), a written personal statement (iii) and a written second statement answering our additional questions (see our site  for further details).

What’s the main strength of the city course?

City is a leading provider of speech and language therapy courses in the UK with an excellent reputation.  We train more SLTs every year than any other UK university and our courses have a focus on developing clinical skills. Our graduates have achieved distinction in all areas of the profession, including as clinical experts, senior managers of services and internationally recognised research leaders.

How intense is the course? How can students prepare for this?

Generally students have four full days per week (three at University and one on placement). Students can prepare by studying our pre-course reading list and getting sufficient suitable experience so that they are sure that Speech and Language Therapy is the right career choice for them.

What is the typical pathway of a graduate?

Following successful completion of the course they register with the Health and Care Professions Council and move to a Band 5 Therapy job for a probationary year under the supervision of a senior therapist. Career progression can be in clinical specialisation, management, research or education.

Has the profession changed in recent years?

 If yes, how have courses and students adapted? There is increasing pressure on clinicians to demonstrate evidence-based practice. There has also been growing recognition that the patient’s/ user’s perspective on health services is paramount.  Both are priorities for the course. Our expert academics are leaders in the field of speech and language therapy and renowned worldwide for their teaching and research and we employ SLT users and carers as part of the teaching for professional studies.

>Search all Speech Therapy courses

- It’s important to be sure it is for you and prove you have shown an interest through work experience.

- Competition is tough, so you may need to spend more time volunteering or working in related sectors to stand a chance at gaining entry, you might have to apply more than once and perhaps to a centre located in a different part of the country.

MSc Courses

For registered therapists wishing to further their knowledge or pursue an area of expertise there are also MSc and PhD courses available at UK universities, covering various areas, some examples include: Speech Technology Research, Speech Difficulties and Cleft Palate Research. 

We spoke to Professor Shula Chiat , from City University about the MSc Advanced Practice in Health and Social Care (Speech, Language and Communication)

Roughly one applicant per place, but not all applicants are suitable, so our applicants do not exceed our places.

This programme is not competitive. We don’t reach our target numbers because the field of speech and language therapy is small, and not that many clinicians want to undertake postgraduate study; the number of non-clinical applicants (also eligible to take the course) is very small. Hence applicants who meet our entry criteria will be accepted. Applicants who do not meet our entry criteria may succeed if they undertake further preparation. For example, overseas applicants who do not meet the English language requirement need to take a further course in English; applicants who have a clinical qualification but do not show sufficient understanding of the programme and readiness for research-oriented studies might increase their chances of acceptance if they take a course preparing students for postgraduate study.

Completion of the application form, including personal statement; two references; and an interview conducted by Programme Director. The decision to offer a place can often be determined from the application. The interview serves as a further check that applicants have a good understanding of the programme they are applying for, and gives them an opportunity to discuss what they want from the programme, indicate their main interests and likely module choices, and ask further questions about the programme. For applicants whose first language is not English, it provides further evidence of English language skills to supplement their score on the English language test.

What’s the main strength of the City course?

The main strength is that it supports students to develop their knowledge, critical thinking, and analytical and research skills in their particular areas of interest. More specifically, it gives students the opportunity to:

- Learn about the latest theoretical and clinical developments in key areas of speech and language therapy through lectures, seminars and student-led workshops

- Collaborate with staff who are internationally recognised researchers in their field

- Gain a better understanding of speech, language and communication problems from the client's perspective

- Conduct a research project under expert supervision, building on the knowledge and skills gained.

This course is not very intense, with teaching supplemented by many hours of self-study. Full-time students attend taught courses on average two days a week through the Autumn and Spring terms. Each term is eleven weeks, with a break for reading week in the middle.  During the term they are expected to read extensively, prepare for group discussions and workshops in their modules, and they may have assignments in some. The main assignment for each module comes at the end of the term and can be completed in the vacation. Students have up to one year after completing the taught programme to complete the research dissertation required for the MSc qualification.

Most students are already clinically qualified, and the MSc will help them obtain higher grade and specialist posts. It also prepares them for undertaking research, and a small proportion of graduates go on to undertake MPhil/PhD studies and/or take up lecturing posts.

  Has the profession c hanged in recent years? If yes, how have courses and students adapted?

There is increasing pressure on clinicians to demonstrate evidence-based practice. There has also been growing recognition that the patient’s/ user’s perspective on health services is paramount.  Both are priorities for the course. Clinical and research methods modules  give students access to current evidence in specific clinical areas and disorders and develop their skills in evaluating and collecting evidence.  The programme offers one module (‘Identity, inclusion and living with disability’) that focuses on users’ perspectives and includes presentations by users; the importance of users’ experience is a strand in all other clinical modules.

A further change in the profession has been the result of cut-backs in NHS funding for continuing professional development, including payment of MSc fees and time off to undertake an MSc. This has reduced the number of UK clinicians on the course. At the same time, the number of non-UK students has grown, with students who have completed a BSc degree in their home country wishing to obtain a Masters-level qualification.

Useful Links

-  HCPC (Health Care and Professions council)

-  Royal College of Speech and Language Therapists

-  NHS (funding)

-   S tamma

-  ICAN (Charity supporting speech, language and communication development in children)

>Search all Speech Therapy Courses

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Msc speech and language therapy (pre-registration), manchester metropolitan university, university of essex, language pathology msc, newcastle university, phd/ mphil speech & language therapy, university of strathclyde, msc speech and language therapy, canterbury christ church university, your next steps.

• Visit the University of Nebraska–Lincoln
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Speech-language pathology & audiology (ms), speech-language pathology & audiology , ms.

The master’s degree under Option A requires a thesis. Option A is most appropriate for students who are preparing for careers in research and scholarly work or additional academic pursuits beyond the master’s degree. Under this option, a student must earn a minimum of 30 credit hours, consisting of 20 to 24 credit hours of regular course work, plus a thesis equivalent to 6 to 10 credit hours. At least one-half of the credit hours required for the degree, including thesis, must be in the major (at least 18 credit hours for the Master of Education degree). The remaining work may be in supporting courses and may comprise a minor consisting of at least 9 credit hours selected from and approved by the minor department. At least 8 credit hours, excluding thesis, must be earned in courses open exclusively to graduate students (900 level or 800 level without 400 or lower counterparts).

Option A is not available for the Master of Professional Accountancy degree.

Thesis Requirements . The subject of the thesis shall be chosen from the student’s field of major interest and must be approved by the departmental Graduate Committee. The thesis should reveal a capacity to carry on independent study or research and should demonstrate the student’s ability to use the techniques employed in their field of investigation. Research activities involving human subjects or live vertebrate animals may not be conducted at the University of Nebraska-Lincoln unless the research activities have been reviewed and approved by the appropriate board or committee. The Institutional Review Board (IRB) reviews projects involving human subject research and the Institutional Animal Care and Use Committee (IACUC) reviews the use of animals in research. These reviews are in accordance with Federal regulations, state laws and institutional policies. Submission of protocols to conduct human subject or animal research is coordinated by the  Research Responsibility  offices. Approval must be secured prior to the initiation of the research.

The thesis must conform to the required style and format described in  Steps to Degree Completion . A copy of the thesis and abstract must be approved by the student’s major advisor and submitted for preliminary review to the Master’s Programs Coordinator in the Office of Graduate Studies at least two weeks (one week in the summer sessions) before the date of the candidate’s final oral examination. A candidate is not eligible for the oral examination until the thesis is completed and approved. After passing the final oral examination, the thesis must be electronically submitted to the Master’s Programs Coordinator for a final review prior to being uploaded to Digital Commons.

• More master's information

The master’s degree under Option B does not require a thesis. Option B is most appropriate for students pursuing practice-based or professional careers in which the master’s degree provides suitable training. Under Option B, a student must earn a minimum of 30 credit hours. At least one-half of the credit hours required for the degree must be in the major. The remaining work may be in supporting courses and may comprise a minor consisting of at least 9 credit hours selected from and approved by the minor department. At least 15 credit hours must be earned in courses open exclusively to graduate students (900 level or 800 level without 400 or lower counterparts).

The Master of Professional Accountancy plan of study may not include a minor.

The Master of Education plan of study may not include a minor, but must include at least 6 credit hours of education courses outside the major.

Accelerated Master's Programs allow University of Nebraska–Lincoln undergraduate students to pursue this degree in an abbreviated timeline.

• More Accelerated Master's information

Dual Degree programs allow students to be admitted to two degree programs simultaneously with approval of each Graduate Program Committee and the Dean(s) for Graduate Studies.

• More Dual Degree information

The Barkley Center, home to the Department of Special Education and Communication Disorders, provides a stimulating environment for educational, clinical, and research activities.

Description

Learning to assist individuals with special education needs or those with communication disorders of speech, language, balance, or hearing is central to programs in the department.

Applying for Admission

Standard requirements for all graduate programs.

• Application for Admission with $50 non-refundable application fee .

If International: Uploads must include all college- or university-level transcripts or mark sheets (records of courses and marks earned), with certificates, diplomas, and degrees plus certified English translations.

After admission: Official documents are required from all students who are admitted and enroll. Photocopies of certified records are not acceptable. International students enrolled in other U.S. institutions may have certified copies of all foreign records sent directly to the Office of Graduate Studies by their current school’s registrar office.

When sending TOEFL scores, our institution code is 6877 and a department code is not needed.

• If applicant is not a US citizen and expects an F or J visa: financial information .
• Applicants must also fulfill any additional requirements the department specifies at the time of application.

Program-Specific Admission Requirements

Additional requirements specific to this program.

• Minimum English proficiency: Paper  TOEFL  550, Internet  TOEFL  80,  IELTS  6.5
• Personal Statement
• Writing Sample: Provide a writing sample that demonstrates your scholarly writing ability, for example, a term paper, thesis, or published article.
• Funding/Assistantships:  To be considered for a Teaching or Research Assistantship: 1) Check the appropriate boxes in the Funding section of the admisson application's Additional Information page. 2) Complete the SECD Graduate Assistantship Application .
• Three recommendation letters

Admission Application Deadlines

January 15 for Fall.

Special Education and Communication Disorders

Campus Address

318 Barkley Center Lincoln NE 68583-0738

Graduate Chair

Angela Dietsch

Support Staff

Jill England

Related Programs

• AuD Audiology and Hearing Science
• MA Special Education
• MEd Special Education
• Cert Early Childhood Special Education
• Cert Sensory Disabilities
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Speech Language Pathology M.S.

This program provides academic and clinical training for students who are preparing for professional practice in speech-language pathology, where they will work to prevent, diagnose, and treat a variety of communication and swallowing disorders, and may be employed in schools, hospitals, and clinics.

Accreditation

The Master of Science (M.S.) education program in Speech-Language Pathology (residential) at the University of Rhode Island 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.

Time to Completion

• Full-time: 2 years (including 1 summer)
• Part-time: 4-5 years

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Suggestions for Preparing Your Goal Statement (a.k.a., Letter of Intent, Personal Statement, etc.) We recognize that preparing the Goal Statement for your application for Graduate study in speech-language pathology can be a daunting task. This document provides guidance that we hope will help you as you develop your letter.

The Speech-Language Pathology Graduate Admissions Committee does read your Goal Statement and it is an important component of your application "package," so do plan to spend time planning, developing, writing and revising your letter. Two resources you might consider using during this process are the Writing Commons and Career Exploration and Development . There is no specific “formula” for what should be included or how it should be organized, but there are features of letters that we feel make a stronger case for your admission to Graduate Programs in Communication Sciences and Disorders/Speech-Language Pathology.  Some of these features are summarized below.

Length:  We suggest 1-2 pages.

Content: Strong goal statements tend to:

• Reflect you as an individual and represent your ideas and writing. While it is common to seek general advice or feedback on your letter, we want to read your ideas written in your words, not those of someone else.
• Highlight your strengths, accomplishments, and experiences, including those that may be unique or distinguishing.
• Help the admissions committee identify what knowledge, skills, and attitudes you will contribute to the program and future career as a speech-language pathologist.
• Talk about your preparation and readiness for graduate-level study, including work or volunteer experiences that may relate in some way to being a speech-language pathologist or working with diverse groups of people.
• Discuss and clarify any extenuating circumstances underlying discrepancies/weaknesses with your grades or GRE scores.
• Give some specific examples or evidence to illustrate key points.

Strategies:

• Think about what you would say if you had five minutes to “sell yourself” to the program. Jot down those points as a start on your letter.
• Write a rough draft, getting all your thoughts down on paper.
• Edit down to the strongest and most important points about you.
• Organize those thoughts into paragraphs, then organize the paragraphs into the larger document in an order that makes sense and is clear to the reader.
• Edit the letter, then leave it alone for a day or two. Come back and re-read it, then edit and revise again where you feel you haven’t been clear, or to add or revise points to help “market” yourself to the program.

Letters will be submitted on the CSDCAS  application portal. 

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Personal Statement Tips

Creating your personal statement.

A personal statement is a short piece written by you to tell universities about yourself, show them why you are a great candidate for their course, and create a good impression. All of your choices receive the same statement which has a limit of 4,000 characters or 47 lines. This page will give you advice and suggestions on what you may want to include, but remember that your statement is personal to you and there is no one right way to write one.

Key Things to Remember

Limit of 4,000 characters or 47 lines

One statement sent to all of your choices

The statement is unique to you

A key opportunity to promote yourself and your skills

Why Do You Want to Study This Subject?

Consider why you want to study this course. It may be that there are certain elements which interest you, you have done work experience which sparked your interest, or you want to continue previous studies. Remember, everybody has different reasons for studying a course so make sure you are being specific to you. It is also always better to give a reason for studying than making generic statements such as: 'I have always wanted to study this subject.'

What Skills and Achievements Do You Have?

This is your opportunity to begin thinking more broadly about what you can bring to university. Consider the skills you have developed that relate to studying. This could be being an independent worker, having great time management skills, or being an excellent researcher. Make sure you have done your research on what learning at university is like, as it may be different to anything you have done before and will require different skills. When talking about your skills always make sure to give examples to back them up.

What Are Your Hobbies and Interests?

Think about what hobbies and interests you have and how they set you apart from other applicants. For example, playing a sport can show determination or collecting memorabilia can show you are passionate about something. It may be that these things have influenced your decision to study this subject, and if so then make sure you mention it.

You don't just have to link your hobbies and interests to what you want to study. You could talk about how you are going to contribute to student life by joining sports teams and societies.

What Are Your Future Plans?

Universities are interested in what you plan to do with your degree and why this route is right for you. It is a good idea to write about your career aspirations and how your degree is going to get you there as this shows you have really thought about your decision to study. Don't worry if your degree doesn't link to a particular career or you have not decided what you want to do in the future. It may be you want to study a particular subject to open up opportunities in that area, you want the skills that degree gives, or you just want to know more about that subject. The important thing is that you show you are thinking about what comes after university.

Advice for Mature Students

If you are a mature student then it may be a good idea to talk about what you did before you decided to return to education as this helps to give context to your decision. You could also talk about why you have chosen to come back to education, relevant experience either through paid or unpaid work, or what you want to do with your degree.

Advice for International Students

If you are an international student, it may be a good idea to tell universities why you want to study in the UK and why you can successfully complete a course that is taught in English. Make sure you mention if some of your studies have been taught or examined in English and if you have taken part in any activities where you have used English outside of your studies.

Personal Statement Advice Video

Take a look at one of our previous Live Lounges which gives lots of helpful advice for your personal statement.

Get Your Personal Statement Questions Answered

Education Liaison Team University of Lincoln Brayford Pool Campus Lincoln LN6 7TS

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Who is Harrison Butker? Chiefs kicker gives controversial commencement speech

Kansas City Chiefs kicker Harrison Butker is facing backlash on social media over offensive comments he made during a commencement speech at Benedictine College this past weekend.

Butker used his 20 minutes onstage May 11 at the private Catholic liberal arts school in Atchison, Kansas, to protest Pride month, transgender people, working women and how President Joe Biden handled the COVID-19 pandemic.

But who is Butker? Here are some facts to know about the controversial NFL player.

Who is Harrison Butker?

Butker, a Chiefs' placekicker, was born July 14, 1995, in Decatur, Georgia. Nicknamed "Butt Kicker" by Chiefs head coach Andy Reid, Butker was selected by the Carolina Panthers in the seventh round of the 2017 NFL draft before signing with Kansas City in September of that year.

How long has Harrison Butker been with the Chiefs?

Butker was released from the Panthers' practice squad Sept. 13, 2017, and signed with the Chiefs almost two weeks later on Sept. 26. He made his debut with the team during a Week 4 game Oct. 2 against Washington and made 3 of 4 field goals, with a long of 43 yards, USA TODAY reported . Butker went on to make 38 field goals, setting an NFL record for most makes by a rookie.

Butker will play in his  eighth season with the Chiefs in 2024.

What did Harrison Butker say at Benedictine College?

Butker started his 20-minute commencement speech by giving his opinion on Pride month and its "dangerous gender ideologies."

"Not the deadly sins sort of Pride that has an entire month dedicated to it," Butker said, "but the true God-centered pride that is cooperating with the holy ghost to glorify him."

Butker also criticized President Biden's policies, including his response to the COVID-19 pandemic.

"While COVID might have played a large role throughout your formative years, it is not unique," Butker said. "The bad policies and poor leadership have negatively impacted major life issues. Things like abortion, IVF, surrogacy, euthanasia, as well as a growing support for the degenerate cultural values and media all stem from pervasiveness of disorder."

Lastly, Butker addressed the women in the audience, arguing their “most important title” should be “homemaker," per the Associated Press .

"I think it is you, the women, who have had the most diabolic lies told to you," Butker added. "Some of you may go on to lead successful careers in the world, but I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world.

Harrison Butker quoted Taylor Swift

According to People magazine , Butker quoted a lyric from Taylor Swift's song "Bejeweled" off her 2022 album "Midnights" during the commencement speech. He also referred to the Grammy-winning pop star as his "teammate's girlfriend."

"As my teammate's girlfriend says, 'familiarity breeds contempt,'" Butker said while criticizing some priests for being too close to their parishioners, per The Sporting News .

What did Harrison Butker do at the White House?

Fox News reports Butker wore an anti-abortion necktie when the Chiefs visited the White House following their Super Bowl 57 victory in 2023. The tie was designed by Live Action, an anti-abortion organization, and featured the Latin phrase "Vulnerari Praesidio," which translates to “Protect the most vulnerable."

The 28-year-old also wore a gold pin designed to look like a baby's feet.

Where did Harrison Butker go to college?

Butker went to Georgia Tech and, as a freshman, hit 10 of 14 field goals (71%). He had his best season as a senior, hitting on 15 of 17 kicks, and left Tech as the all-time leading scorer in school history.

Butker graduated in 2017 with a bachelor's degree in industrial engineering .

Who is Harrison Butker's wife?

Butker is married to Isabelle Butker , formerly Isabelle Tehrani, his longtime partner and high school sweetheart. The couple started dating while attending Westminster High School in Atlanta and got engaged after Butker entered the NFL.

The two wed in 2018 and now have two children: a 4-year-old son named James Augustine Butker and a daughter whose name and age remain unknown.

Who is Harrison Butker's mom?

Butker's mother is Elizabeth Keller Butker , a medical physicist who works in the department of radiation oncology at Emory University School of Medicine .

Harrison Butker stats

Since 2017, Butker has won three Super Bowl championships with the Chiefs. He holds records for the longest field goal in a Super Bowl and career field goals in the Super Bowl with nine.

He also led the league in scoring in 2019 and has made 89% of his career field goals, which is second in NFL history to Baltimore Ravens kicker Justin Tucker.

Butker had his best season in 2023, converting 33 of 35 field goals, including 24 in a row. He also hit all 38 of his extra-point attempts. During a 25-17 win against the  Cincinnati Bengals  in Week 17, Butker went a career-high 6-for-6 on field goals and was named AFC Special Teams Player of the Week.

Predicting the likelihood of elevated transaminases in lung cancer patients undergoing immune checkpoint blockade

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Background The recent implementation of immune-checkpoint inhibitors (ICIs) has markedly changed the management and clinical outcomes for patients with advanced non-small cell lung cancer (NSCLC). Despite higher efficacy, ICIs are associated with a range of immune-related adverse events (irAEs). This retrospective study aimed to investigate the incidence of ICI-related transaminitis/hepatitis in NSCLC patients as well as to establish if any pre-treatment clinical parameters can predict the onset of liver toxicity.

Methods We examined medical records of N=420 NSCLC patients treated across two health districts in Sydney, Australia between 2016 to 2020. R packages (corrplot and ggcorrplot) were used to construct correlation matrices and to calculate the correlation p-value using Spearman method. Logistic regression models were used to determine association of clinical parameters with elevated LFTs.

Results N=185 patients were considered eligible. n=37 (20%) had elevation of liver transaminases at any stage post-ICI commencement, although only n=10 were deemed as those having ICI-related hepatitis. Most of these patients (n=29 [78%]) developed elevated LFTs within 3 months post-therapy initiation. Regression model established that pre-treatment ratio of serum protein (SP) to total bilirubin (TB) showed significant association with the elevated transaminases. Moreover, most of the patients (n=34 [94%]) with elevated LFTs had SP/TB<4. Using a second cohort of melanoma patients, the linear regression model did not establish a significant association between the SP/TB ratio and elevated LFTs. Nonetheless, n=31 (70.5%) patients with immune-mediated transaminitis in the melanoma cohort had SP/TB<4.

Conclusion Our study has established a clinical risk factor associated with the elevation of LFTs in NSCLC patients, thus potentially enabling their prediction at the pre-treatment stage. However, its predictive accuracy was not confirmed in melanoma patients, stressing that ‘ one size does not fit it all ’ when developing predictive scores for irAEs in different patient cohorts.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

This project was supported by the (1) Ainsworth Bequest to the School of Medicine of the Western Sydney University and (3) Western Sydney Local Health District Research and Education Network Grant.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

The study has been approved by Western Sydney Local Health District Human Research Ethics Committee with Research Office File Number 6258

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

All data produced in the present study are available upon reasonable request to the authors

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