Welcome to the Department of Speech Pathology and Audiology (SPA) at the University of Nevada, Reno. Our department is located in the University of Nevada, Reno School of Medicine. All faculty hold a Certificate of Clinical Competence from The American Speech-Language-Hearing Association (ASHA).

Typically there are approximately 200 and 50 graduate students enrolled in one of our three degree programs offered (B.S., M.S., and Ph.D.). SPA is committed to maintaining student-faculty ratios that are desirable for effective clinical and academic training. Our department also offers students a unique opportunity to train with faculty who are dedicated teachers, active practitioners, and contributors to the field. Graduate students are prepared for professional careers as Speech-Language Pathologists in schools, hospitals, rehabilitation centers, and community clinics.

The program provides the academic and clinical requirements necessary for the Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA). The Master's of Science (M.S.) education program in speech-language pathology (residential) at the University of Nevada, Reno is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association 2200 Research Boulevard #310, Rockville, Maryland 20850, (800) 498-2071 or (301) 296-5700.

Vision Statement

The Department of Speech Pathology and Audiology at the University of Nevada, Reno School of Medicine provides high quality educational programs for BS, MS, and PhD degrees. Our dedicated faculty support diverse student learners to develop clinical competencies through the integration of innovative clinical education, academic coursework, and high-quality research. Research faculty are driven to advance the scientific foundations and clinical application of speech-language pathology and audiology to support local, state, and global communities. We commit to providing accessible and inclusive education and clinical services across the lifespan.

Mission Statement

To serve the needs of the community, while promoting excellence in academic and clinical training, and to increase collaborative research efforts to achieve institution-wide goals.

Strategic Plan

Program Governance

Ensure the Speech Pathology graduate program has a sustainable, effective, productive program governed with input and participation from faculty and students.

  • Maintain a robust chapter of the National Student Speech-Language Hearing Association (NSSLHA) with membership numbers that represent at least half the undergraduate students enrolled in SPA.
  • Recruit and retain graduate students to maintain membership in the national chapter of NSSLHA.
  • Create a student advisory board to include both undergraduate and graduate student in the SPA program to increase student input on department matters.
  • Create an alumni chapter of graduates from the Master’s degree program.
  • Re-establish and re-structure department level committees to streamline faculty governance efforts.


Recruit and retain high quality faculty members to meet program needs and ensure the quality of the SPA program.

  • Cultivate a supportive work environment including creation of mentorship programs, and facilitating open lines of communication with faculty ongoing.
  • Ensure sufficient time for professional growth and development in the areas of continuing education support and career advancement opportunities.
  • Establish a program-level recognition system that values each faculty member’s contributions through performance-based incentives and/or public acknowledgement.

Curriculum Development

Affirm the undergraduate and graduate curriculum support development of knowledge and skills.

  • Comprehensively map the undergraduate curriculum, including related coursework and electives.
  • Comprehensively map the graduate curriculum to ensure compliance to the CFCC Standards for Programs and Certification.
  • Establish a graduate course in DEIJ, Culturally Responsive Practices.

Research Development Goals

Increase research productivity

  • Hire a minimum of two clinical faculty to allow research faculty time to engage in research.
  • Increase research dissemination through publications and professional presentations at the local, regional, national, and international levels.

Establish a culture of research in the department

  • Establish peer mentoring
  • Engage undergraduate and graduate students in research

Equipment and Facility Sufficiency

Evaluate and maintain sufficiency of SPA program facilities and equipment

  • Assess academic program needs and make recommendations for modification and/or additions to the physical space to meet the needs of the educational program.
  • Assess clinical program needs and make recommendations for modification and/or additions to the physical space to meet the needs of the educational program.


Ensure that the SPA graduate training program meets and/or exceeds the CAA Standards for Accreditation

  • Complete and submit report for program reaccreditation.
  • Review and respond to the CAA Initial Observations Report.
  • Prepare sources of evidence for the CAA site visit.
  • Respond to the site visit report (SVR) within thirty days of receipt to address any areas of partial compliance or noncompliance noted during the visit.

Diversity, Equity, Inclusion, and Justice: Department, Faculty, Students

Improve the climate of DEI in the SPA department and the program at large.

  • Investigate marginalized student experiences in the SPA program with an anonymous survey.
  • Facilitate and expand a department culture that values all students and faculty from marginalized communities.
  • Develop clear procedures and reporting mechanisms for students to report experiences related to bias during the graduate training program.
  • Modify graduate admissions procedures to increase holistic consideration of applications.
  • Facilitate student participation in programs and groups that create community within the community at UNR, and within the profession.