Welcome!
The three-year Transitional Masters program is designed for students who hold a bachelor’s degree from an accredited college or university in a field other than Speech-Language Pathology or communication disorders. The first year focuses on foundational coursework and is now available to be taken fully online (synchronously) or in person! The second and third years must be completed on campus. Graduates are eligible for the Preliminary Speech-Language Pathology Services credential (for California public schools), a Temporary License in Speech-Language Pathology (issued by the California Department of Consumer Affairs), and are prepared to begin Clinical Fellowship toward ASHA certification.
About Our Program
This full-time, cohort-based program spans eleven academic quarters over three years and begins each fall. After completing the first year of foundational coursework, students transition into on-campus graduate-level study paired with clinical practicum each quarter. Coursework is typically scheduled in the late afternoon, early evening, and one Friday morning per month to support a balanced learning experience. Clinical training intensifies over time, culminating in full-time public school and externship placements during the final year. Students may be placed out of state for these final assignments and should be prepared to accommodate travel. Graduate assistantships are available, and part-time work may be possible as long as it does not interfere with academic or clinical responsibilities.
Schedule a Consultation Request INFORMATION
Why Choose LLU's Transitional M.S. Program in Communication Sciences and Disorders?
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Flexible First Year: Start your foundational coursework online (synchronously) or in person (the only year of the program offered in both formats).
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Extensive Clinical Training: Build hands-on skills through ongoing practicum, externships, and full-time public school placements.
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Credential-Ready: Graduate eligible for licensure and prepared to pursue national certification.
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Faculty and Cohort Support: Learn in a close-knit cohort guided by experienced, dedicated faculty committed to your success and academic excellence.
Program Overview
Admissions Requirements
Bachelor’s degree from an accredited institution in a field other than speech-language pathology or communication disorders
Minimum cumulative GPA of 3.0, with at least a 3.3 GPA in the last 96 quarter or 64 semester units
Personal statement (submitted online)
Three letters of recommendation, preferably academic
Official transcripts from all colleges and universities attended
Interview including writing sample and written communication assessment (by invitation)
GRE and Basic Skills exams (e.g., CBEST) are not required
Students admitted to the MS program must complete a minimum of one undergraduate course in each of the following areas within one year of graduation: biological sciences (e.g., biology or human anatomy), physical sciences (e.g., physics or chemistry), statistics and/or research methods, and the social/behavioral sciences (e.g., psychology, sociology, or educational psychology).
*These ASHA-required courses must be completed prior to the completion of the Clinical Fellowship Year (CFY).
Application Process
The application opens on October 1 and must be completed by March 1 for admission to the following fall quarter. The admissions committee reviews applications beginning in early March and sends interview invitations by late March. Interviews and written communication assessments are conducted in March, with admission decisions typically released 3 to 4 weeks later, usually in April.
Transcript Submission Address
Official transcripts must be sent directly to:
Loma Linda University
Admissions Processing
11139 Anderson Street
Loma Linda, CA 92350
Important Dates
October 1 — Application opens
March 1 — Application deadline (all materials must be submitted)
Early March — Admissions committee begins reviewing applications
Late March — Interview invitations sent
March — Interviews and written communication assessments conducted
April — Admission decisions released
14 days after acceptance — Deadline to submit $200 confirmation deposit
August — Registration instructions sent to accepted students
First week of September — Course registration opens
After Acceptance
Accepted students receive notification by mail and an email that includes a link to submit a $200 confirmation deposit online. This deposit must be paid within 14 days to secure enrollment. After acceptance, there is a 4 to 5 month waiting period before the program begins on the last Monday in September. In August, the Graduate Program Director contacts students with registration instructions. Course registration opens during the first week of September, and orientation is held on the first day of the program. Students are advised to reserve the entire month of September following the first year’s coursework for required pre-session events.
Program Resource Links
Normal time to complete the program is 3 years (11 academic quarters). Full-time enrollment is required. All students in a cohort matriculate through all courses in a block, meaning everyone is registered for the same courses each quarter (there are a few course exceptions).
TRANSITIONAL COURSEWORK (1 YEAR):
- CMSD 514 Anatomy of Speech-Hearing Mechanism (4 units). Addresses anatomy and physiology of basic human auditory-vocal communicative processes. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 515 Transcription Phonetics (3 units). Student develops transcription skills using the International Phonetic Alphabet. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 516 Speech & Hearing Science (3 units). Introduces and explores basic theories in acoustics, psychoacoustics, and speech perception and production. Includes basic physics and algebra, as well as the application of scientific principles to clinical practice.
- CMSD 520 Communication across the Lifespan (4 units). Overview of language development and normal changes over the lifespan. Development of language from infancy to adolescence, and the effects of aging on communication. Includes study of hearing. Includes monthly meetings to discuss clinical applications.
- CMSD 521 Language Disorders of Children (4 units). Addresses impairments of language development in children, formal and informal assessment of children, and programming and planning of remediation procedures. Students meet monthly to discuss application to clinical populations. Prerequisite or concurrent: CMSD 520.
- CMSD 522 Organic Speech Disorders (4 units). Introduces the classification, cause, manifestations, assessment, and treatment of craniofacial disorders/cleft palate, tongue thrust, dysarthria, apraxia of speech, and dysphagia. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 529 Adult Language Pathology (4 units). Addresses impairment of language and speech related to organic neuropathology. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 533 Language Science (4 units). Introduces techniques of linguistic analysis used in the study of phonology, morphology, syntax, and semantics. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 534 Speech Sound Disorders in Children (4 units). Addresses definition, etiology, characteristics, prevention, assessment, and intervention for phonological/articulation disorders. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 537 Clinical Methods in Speech-Language Pathology (4 units). Addresses principles and procedures of speech and language therapy within and across disciplines. Addresses methods of determining treatment effectiveness. Discusses regulations governing public school services. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 538 Diagnostic Methods in Speech-Language Pathology (4 units). Discusses purpose of assessment, including procedures employed in describing and diagnosing speech and language impairments. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 539 Introduction to Audiology (4 units). Provides anatomy and physiology of the auditory mechanism. Addresses the nature of acoustic stimulus, disorders of the ear, and problems of the hard-of-hearing. Covers pure-tone audiometry. Applicable for California audiometric certification. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
- CMSD 577 Bilingualism and Biculturalism (2 units). Addresses the clinical competencies and cultural sensitivity needed for dealing with bicultural and bilingual clients. Discusses the impact of such knowledge on assessment and intervention. In addition to scheduled classes, students are required to meet monthly to discuss application to clinical populations.
GRADUATE COURSEWORK (2 YEARS):
- CMSD 511 Graduate Portfolio I (2 units). The first in a series of two courses that provides students with a format for demonstrating their acquisition of the knowledge and skills that prepare them for entry into the profession. Students learn the requirements for professional accreditation and certification, and of licensing entities; and develop a professional portfolio. Emphasizes ethical, business, and legislative considerations in speech-language pathology.
- CMSD 512 Graduate Portfolio II (1 unit). The second in a series of two courses that teaches students the requirements for professional accreditation and certification, and of licensing entities; and that helps them continue to develop an organized means of demonstrating the knowledge and skills acquired during their graduate program. Requires development of a professional portfolio.
- CMSD 523 Seminar in Early Childhood Language Disorders (3 units). Addresses the principles and procedures in assessment and interventions of language disorders in children. Emphasizes early language learners (birth to 3 years).
- CMSD 525 Seminar in School-Aged Child Language Disorders (3 units). Addresses the principles and procedures of assessment and intervention of preschool, primary, and adolescent school-age children with language disorders. Emphasizes school-age learning in the areas of semantics, syntax, pragmatics, narrative, and phonological awareness.
- CMSD 535 Voice Disorders (3 units). Discusses diagnosis and intervention techniques used with children and adults displaying a variety of voice disorders. Includes demonstration and operation of instrumentation used for physiological and acoustic analysis of abnormal voice production.
- CMSD 545 Issues in School Speech-Language Pathology (3 units). Addresses issues confronted by school speech-language pathologists, including PL 94-142, IDEA, NCLB, planning for and conducting IEPs, scheduling, and caseload management, evaluating and assessing students from diverse backgrounds, due process, and advocating for students.
- CMSD 554 Swallowing Disorders (3 units). Lecture and discussion of the speech- language pathologist's role in the diagnosis and treatment of swallowing disorders in children and adults. Addresses ethical and cultural issues. Emphasizes analysis of current literature and clinical applications. Selected laboratory experiences.
- CMSD 564 Seminar: Aural Rehabilitation and Cochlear Implants/Hearing Aids (3 units). Studies the mechanisms for achieving hearing rehabilitation; including amplification, speech reading, auditory training, hearing-aid orientation, and speech conservation. Considers hearing-aid function and philosophies of rehabilitation for the hearing impaired (e.g., auditory, aural, manual, and total communication).
- CMSD 567 Clinical Practice in Speech-Language Pathology and Audiology, Advanced (1-6 units). Supervised practice in diagnosis and therapy. Students register for this clinic to participate in several specialty clinics offered in the program including but not limited to autism, voice disorders, aural habilitation, fluency, speech sound disorders, and accent modification.
- CMSD 575 Instrumentation in Speech and Hearing (1 unit). Lecture, discussion, and laboratory experience in the areas of speech acoustics, speech production and perception, psychoacoustics, and speech and hearing physiology.
- CMSD 576 Instrumentation II (1 unit). Guides students through practical application of theoretical information acquired in CMSD 575 regarding speech instrumentation. Individually paced, with guided assistance, so that student can complete competency on selected speech instrumentation.
- CMSD 586 Educational Fieldwork I (1 unit). Initial supervised therapy on the elementary and/or secondary level and/ or in a classroom for the severely language- handicapped child.
- CMSD 587 Counseling in Communication Disorders (3 units). Explores the counseling role of the speech-language pathologist and identifies clinician responsibilities in working with individuals of different cultures, ethnicity, gender, age, and belief systems.
- CMSD 588 Educational Fieldwork II (8 units). Full-time supervised therapy on the elementary and/or secondary level and/or in a classroom for the severely language- handicapped child (taken during 2nd year).
- CMSD 596 Medical Fieldwork I (1 units). Initial supervised clinical practice in a medical center, rehabilitation facility, or skilled nursing facility (taken during 1st year).
- CMSD 597 Medical Fieldwork II (8 units). Full-time supervised clinical practice in a medical center, rehabilitation facility, or skilled nursing facility (taken during 2nd year).
- CMSD 598 Research Methods & Professional Literature in CSD (3 units). Lecture and discussion that facilitates the student's ability to read and interpret professional literature, develop research ideas, and develop professional writing skills.
- CMSD 679 Seminar: Motor Speech Disorders/Augmentative Communication (3 units). Problem-based learning seminar that focuses on etiology, characteristics, evaluation, and treatment of motor speech disorders, including the dysarthrias and apraxia.
- CMSD 682 Seminar: Traumatic Brain Injury (3 units). Explores pathophysiology, diagnosis, and rehabilitation of cognitive communication disorders in children and adults with traumatic closed head injuries. Lecture and discussion format emphasizes reading current professional literature and developing skills in formal and informal assessment and functional treatment.
- CMSD 684 Seminar: Adult Language Disorders (3 units). Problem-based learning seminar that focuses on etiology, characteristics, evaluation, and treatment of acquired adult language disorders.
- CMSD 685 Seminar: Stuttering (3 units). Provides practical instruction in assessment and remediation with individuals who stutter and/or clutter.
- CMSD 687A Seminar: Open Seminar (2 units). This is a one-unit course which students register for twice (seminars on different topics each time). This seminar facilitates students' advanced study of current issues in the diagnosis and treatment of communication disorders. Examples of typical topics include pediatric swallowing, right hemisphere, augmentative alternative communication
- CMSD 687B Seminar: Open Seminar (2 units). This is a one-unit course which students register for twice (seminars on different topics each time). This seminar facilitates students' advanced study of current issues in the diagnosis and treatment of communication disorders. Examples of typical topics include trachs and vents and cleft palate.
- CMSD 688 Seminar: Speech Sound Disorders - Advanced (3 units). Typical development of phoneme acquisition and use. Explores etiology, characteristics, assessment and treatment of articulation and phonological disorders and differences in children.
- CMSD 697 Research (1 unit). Students register for this course when they are completing their research projects, following the proposal process and data collection. Upon registering for this course students will write results and discussion and prepare for oral presentation at Research Symposium.
- Religion course (Ethics) (3 units). Students are required to take one ethics course offered through the Department of Religion. The course varies each year and is selected for the entire cohort by the graduate program director.
Total Units: 121
Also required is successful completion of:
- Research Symposium Presentation
- Comprehensive Written Capstone Project
- Oral Capstone Presentation
Graduate students are automatically enrolled in the California Credential Program (for work in the public schools). In order to do clinical work in the public schools, the Certificate of Clearance is needed. All new students must complete the Certificate of Clearance process prior to the beginning of fall quarter (typically the last week of September). To complete this process, go to: http://www.ctc.ca.gov/.
- Click on “Online Services for Educators.”
- On the Educator Page, click on “Submit Your Application for a New Type of Document – (Direct Web Application)”.
- Then click on “How to Submit Your Direct-Web Application”
- This will take you to detailed instructions regarding the Certificate of Clearance, completing the Live Scan and the online clearance process.
- It is not necessary to bring any form of verification that you have completed this process. The department Director of Clinical Education is able to verify your activity online.
Note: No student will be allowed to start clinic until the Certificate of Clearance has been awarded by CTC.
Background Check
As part of the registration process, the university requires all students to complete a current background check. You will receive notification directly from University Student Services. **Note: This is not the same as “Live Scan” or “Certificate of Clearance.”
Current TB Screening:
All students are required to have current TB screening. The Director of Clinical Education will provide you with instructions on how to get verification of your current TB screening to her. Note that if you are having your TB test done through LLU, you should get a copy of the paperwork/results before you leave the facility where you are tested. Student Health Services does not send us a copy.
Note: No student will be allowed to start clinic until an electronic copy of the TB screening is on record. Additionally, students will not be able to register for winter quarter until the department has record of their TB screening.
CPR Certification
All students in this department are required to have current health care provider Cardiopulmonary Resuscitation (CPR) certification (adult, child, infant). Certification through the American Heart Association is required in the department. This class may not be an online class. Classes are available on campus at Life Support Education, University Arts Bldg., 24887 Taylor St., Suite 102, or phone 909-558-4977, but you may take them from any American Heart Association.
Program Learning Outcomes (PLO's)
PLO 1: Articulate characteristics of typical human speech, language, hearing, communication, and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
PLO 2: Articulate characteristics of atypical human speech, language, hearing, communication, and swallowing, including etiological, biological, neurological, acoustic, psychological, developmental, and linguistic and cultural correlates.
PLO 3: Implement knowledge of basic clinical processes for the remediation of human speech, language, hearing, swallowing, and communication disorders and differences, considering caregivers, family, professional team members, and client/patient environment in remediation planning.
PLO 4: Incorporate cultural responsiveness to diversity (e.g., linguistic, neurological, economic, age, sexual, gender, ability, racial, professional) within academic and/or professional environments.
PLO 5: Use logical reasoning skills to evaluate, research and solve problems in CSD.
PLO 6: Incorporate basic components of professional ethics in academic scenarios regarding treating, counseling, advocating for, and documenting care for clients.
Student Achievement Data
On-time Program Completion Rates
| Period | # Completed with Expected Time Frame | # Completed Later than Expected Time Frame | # Students who did not Complete Program | % Completed within Expected Time Frame |
| 2025 | 32 | 0 | 1 | 97% |
| 2024 | 33 | 1 | 0 | 97% |
| 2023 | 33 | 1 | 0 | 97% |
Praxis Examination Pass Rates of Test-takers
| Reporting Period | # Taking the Exam | # Passed Exam | % Passed Exam Rate |
| 2025 | 17 | 15 | 88% |
| 2024 | 22 | 18 | 82% |
| 2023 | 25 | 24 | 96% |
The Essential Functions for Students refers to a guide of behavioral or cognitive functions that an individual must be able to perform, with or without accommodations, during their academic and clinical experiences. This list was developed based on recommendations by the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD). The skills listed below have been determined by Loma Linda University’s Department of Communication Sciences and Disorders to be skills that are necessary to demonstrate competencies that will lead to graduation and a successful entry into professional practice. While some of the Essential Functions listed may already be present, this program will introduce new skills and further develop current skills to prepare students for successful navigation as professionals.
PHYSICAL ABILITIES
- Participate in classroom or clinical activities for two to four-hour blocks of time, with one or two breaks.
- Move independently to, from, and in academic/clinical facilities with or without a personal assistance device such as a wheelchair or braces.
- Manipulate diagnostic and intervention materials and technology without violating the integrity of testing protocols and best therapeutic practices.
- Respond quickly and provide a safe environment for clients and others in emergency situations, including but not limited to fire, choking, client elopement, etc.
- Review and interpret instrumentation and monitor client responses.
- Execute movements required to document academic (e.g., note taking) and clinical (e.g., data collection during therapy, clinical report writing, note taking during client interviewing) information via computer or handwritten notes with acuity, accuracy, and efficiency.
COGNITIVE ABILITIES
- Possesses reading and writing skills sufficient to comprehend, retain, synthesize, infer, evaluate, and apply received information necessary to meet curricular and clinical demands.
- Independently analyze, synthesize, and interpret ideas and concepts in academic and clinical settings with or without reasonable accommodations that may apply to a professional environment.
- Maintain attention and concentration for sufficient time to complete academic/clinical activities, within stated deadlines.
- Adapt evaluation and intervention activities in response to a client’s abilities and cultural needs in clinical and academic tasks.
- Engage in self-analysis to identify strengths and areas for improvement and seek to develop a plan to address academic and clinical needs.
- Identify and professionally advocate for one’s own need for support and resources to fulfill clinical and academic tasks.
COMMUNICATION ABILITIES
- Possess oral, written, auditory, and non-verbal communication skills sufficient to meet academic and clinical competencies.
- Communicate proficiently in oral and written English language.
- Perceive and demonstrate non-verbal communication that is appropriate to culture and context.
- Modify communication style to meet the communication needs of clients, caregivers, and other persons served.
- Communicate professionally, intelligibly, and efficiently with patients, colleagues, other healthcare professionals, and community or professional groups.
- Convey information accurately with relevance and cultural sensitivity.
SENSORY/OBSERVATIONAL ABILITIES
- Visually and auditorily identify typical and atypical characteristics of communication and swallowing.
- Identify the need for alternative modalities of communication.
- Visualize and discriminate anatomic structures and imaging findings on people and photographs within academic and clinical settings.
- Discriminate text, numbers, tables, and graphs associated with diagnostic and treatment materials and instruments and research articles.
- Recognize shifts in the non-verbal communication of clients, caregivers, colleagues, other healthcare professionals, and community or professional groups.
PRE-PROFESSIONAL BEHAVIOR
- Align priorities to prevent work and other obligations from interfering with academic and/or clinical expectations and responsibilities.
- Manage commuting to classes and clinical sites to complete requirements and adhere to attendance requirements.
- Manage relocating for Fieldwork II assignments, as determined via collaboration with the Director of Clinical Education, to complete clinical practicum requirements of the program.
- Work effectively with people, in person, and on the telephone/video platforms.
- Critically think through decisions, weighing alternative options and generalizing without immediate supervision.
- Demonstrate healthy conflict management while valuing diverse communication styles.
- Maintain professional workplace behavior, including punctuality and regular attendance.
SOCIAL-EMOTIONAL BEHAVIORAL
- Display mature empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.
- Recognize and show respect for individuals with diverse abilities, ages, genders, race, religion, sexual orientation, cultural and socioeconomic backgrounds.
- Conduct oneself in an ethical and legal manner that upholds the university policies, state regulations, ASHA Code of Ethics, and federal privacy practices.
- Maintain, or seek support for, general good physical and mental health and self-care to contribute to the health and safety of self and others in the academic and clinical setting.
- Adapt to changing and demanding environments, while maintaining professionalism and emotional health.
- Accept appropriate suggestions and constructive criticism and respond by modifying behaviors and communicating concerns.
The Department of Communication Sciences and Disorders is committed to supporting students with disabilities through reasonable accommodations conducive to speech-language pathology and completing the master’s degree. Students who need accommodation(s) should contact the Dean’s Office for the School of Allied Health.
The Transitional Master of Science (TMS) degree in speech-language pathology residential program at Loma Linda University is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 220 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.