Before making a "Will I get in?" post about graduate schools, please do the following:
1. Check out this entry found here. 2. Read past entries for ideas - Graduate School tag is a good starting place. 3. Check the program website for the school you are applying to, many times they have information about average GPA/GRE scores, employment rate post grad, etc.
The reason we're asking this of you is because we tend to get a huge influx of graduate school posts around this time of year and many of your questions have been answered before. If you truly cannot find your answer, feel free to post your graduate school question. =)
My name is Alice. I am currently a senior student in Communication Sciences and Disorders major at a public university in the southwest region. I have a bit of an unusual background. I was born and raised in Beijing, China. My first language is Mandarin, and I speak very fluent, near native English. I am planning to graduate college in spring 2018, since I've decided to take my time to do 5 years for my undergraduate degree. I am very passionate about working with bilingual children in the future. Currently, I am taking classes towards a minors degree in linguistics, and an undergraduate TESOL certificate. I have worked as an English teacher in the United States for both children and adults, and I am currently working as a programs assistant at a daycare for international children. I have been researching for graduate school lately, and I found my comparatively low GPA not desirable at all. I admit that I am not the hardest worker. But I have never been a great test taker, or a "school person". Being in a completely different cultural environment definitely didn't help either (I went through a very tough "lost period" when I first got here. But I got everything worked out now). Right now I have a couple B's and C's in my major classes, with a major GPA just above 3.0 (not even 3.1, ha). I have decided that along with applying for graduate schools, I will be re-taking 5 courses that I have gotten B's and C's on. And that will supposedly bump my major GPA up to 3.34 if I get all A's. My current overall GPA is 3.15. I know this is not the greatest situation, and that's why I'm here to seek help! Here are my questions:
1. Is this GPA really just hopeless? I have seen so many people who have their GPAs around 3.3 and do not get any offer. Would it be a better option if I just delay my graduation for another year, and re-take more classes and get more experience? (that will not help my GPA by too much though. My school does not take out my former grades after I re-take courses) 2. I know bilingual SLPs are kind of in-demand in the United States now. how can I maximized this advantage/counter my disadvantage on my GPA when I'm applying? 3. Are there any schools that I can specifically look at that provide bilingual research or clinical opportunities? 4. What cities or states should I be aiming for to have contact with a bigger population of bilingual clients? The state I am in right now does NOT have a lot of diversity. 5. I am debating if I want to get my permanent resident identity (the US green card) right now. If I do so I will lose my international student status. I know every school has a quota for international students. Does anybody have any idea or similar experiences on which identity I should be applying under to have a better chance to get in? 5. What are some of the other things I can do to help counter my low GPA?
I just completed my first course required for my continuing education for ASHA. I am very confused about exactly how much the course is "worth" and how many CEUs/Contact Hours/Certification Maintenance Hours I need. Are these terms equivalent? I see on the ASHA website that in order to maintain my CCC's, I need 30 certification maintenance hours. Is this the same as contact hours? The course I completed was 1 "contact hour". If a contact hour is not the same as a certification maintenance hour, what is the conversion? I always thought there was just one unit for the "CEU" but I'm finding it to be rather confusing. Thanks!
Hi, everyone! Is it possible to complete the required hours for your CCC's by doing per diem or short term assignments? I start my CF year soon and I would like to work in a variety of environments as well as have a bit of flexibility in my schedule. Do you know if agencies will allow per diem work to count toward CCC requirements?
I'm currently completing my CF in a private clinic in Washington state (near Seattle) working primarily with preschool children to young adults. I'll be meeting with my supervisor to complete final paperwork soon and most likely discuss salary. I would love any advice on what is reasonable to ask for/your experiences. My current compensation is 28/hr, which may be a little low for the area. However, I haven't yet found good figures/ representative salary based on my level of experience and am worried I may sell myself short or ask for too much. Thanks for your help!
CF here! I am working in a school district and was asked by another district to do an assessment for a 6 year old child who primarily speaks Spanish at home. No one (including my school district and theirs) has a bilingual assessment available. Are there any suggestions on what I can without using a standardized assessment? I know its not best to just translate another test that's meant for English speakers (I have a feeling thats what the school district was thinking I would do) I was thinking a language sample but then not really sure on what to do to analyze it? Any tips or suggestions would be great!
Hello All, I have finally been offered a CF position for an early intervention clinic. My only dilemma is, I would like to stay medical (SNF) as I'm currently completing my internship there and love it. I also want to do the pediatric clinic, since I want experiences with both populations. Would it be difficult to go from an early intervention site to a SNF after I complete my CF? Would I be provided with any training going into a new setting?
I currently work in the public schools with elementary school aged children. I have had experience working with all sorts of articulation errors, but have run across a new one with a second grader this year. He consistently substitutes "s" for "th" in all positions of words (voiced and voiceless). I've always had a lot of success with teaching the correct placement for "th" since it is so visual, but this little guy has me stumped! He is able to put his tongue between his teeth and blow air, but it always comes out more as a dentalized "s" sound. One of his problems is that his tongue is very tense and scrunched up, so we have been working on relaxing his tongue and making it flat. Has anyone run across this before? Are there any techniques that have been successful? This is very frustrating because he is following all of the visual/verbal cues for correct tongue placement, but is not having success. Any advice would be appreciated! Thanks!
Just recently finished my grad degree, and I've landed a sweet CFY in my local school district, doing home visits on a birth-3 team. The caseload is overwhelmingly feeding/swallowing, which I love (I know, I'm an oddball). It also has a heavy focus on coaching parents in transitioning their medically fragile infants off of feeding tubes and onto oral feeding. I'm lucky enough to have a smidgen of experience in pediatric dysphagia, thanks to a private clinic practicum, but I still feel fairly green in this realm. So I'm looking for book recommendations that can help beef up my knowledge. Anything from oral-motor approaches and feeding milestones to picky eating, nursing, and nutritional advice.
But here's the rub: I don't want text books.
Since the job is so parent-focused, I'd like books that are parent-friendly: highly readable with practical, actionable recommendations. Ideally, something that I can make photo copies from and give to families as handouts.
Bonus points if you're an SLP with young children. What did you read to help at meal time?