What inspired you to pursue speech-language pathology? 

My inspiration to pursue Speech-Language Pathology began with my own experience as a speech therapy client. From suddenly regressing in speech to finding my voice through the guidance and support of my SLP, I experienced the transformative impact of this profession firsthand. 

Helping people has always been one of my greatest passions in life, and while my personal story definitely planted that seed, I truly fell in love with the field on my own terms during my undergraduate studies. As I began taking courses in Linguistics and volunteering, everything clicked. I became deeply interested in communication sciences and the impact speech rehabilitation can have on people’s lives. I knew I wanted to become an SLP who could support individuals in strengthening their functional communication skills and overcoming speech-related challenges. 

Tell us about the factors that had the most impact on your success, regarding volunteer and paid positions as well as classroom experiences.

From the very beginning, I knew that the path to Speech-Language Pathology was competitive, so I focused on becoming a well-rounded applicant by actively seeking diverse opportunities. 

Reflecting on all my experiences, working as a pediatric Speech-Language Pathology Assistant (SLPA) has been the most impactful. In this role, I was able to apply the knowledge gained through my academic studies to a real-world setting while developing experience collaborating within a multidisciplinary team. Through observing and collaborating with my supervising SLPs, I learned a variety of therapy techniques and how to adapt support to meet each client’s individual needs.

My volunteer work with the Surrey Aphasia Group has been equally impactful. Witnessing adults with aphasia regain the ability to communicate more about themselves, their lives, and their experiences has been incredibly rewarding. Experiences like these continue to reinforce why I am so drawn to the field. 

When I first transferred to SFU, I didn’t know many people, so I joined school clubs mainly because I wanted to make new friends. I ended up taking on roles in the Linguistics Student Union (LSU), the Simon Fraser Student Society (SFSS), and served as President of the Speech and Hearing Club (SHLUB). 

I was also a research assistant in the Phonological Processing Lab, where I gained insight into the research process by assisting with data collection and analyzing speech data. This experience challenged me to step outside my comfort zone, as I took on a more active role in guiding the direction of the project I was on.

During my academic studies, I took LING 812 with Dr. Ashley Farris-Trimble. I was able to experience what a master’s-level course involves and became more confident in my ability to meet graduate-level expectations through my success in the course. 

Please explain your approach to the letter of intent.

My approach to the letter of intent was to show the admissions committee aspects of myself that could not be captured through my resume or transcript. Since many applicants have similar volunteer, academic, and work experiences, I wanted my letter to emphasize my reflections, perspectives, and the type of clinician I aspire to become. 

I started the process about six months before applications opened because I wanted enough time to thoughtfully reflect, revise, and thoroughly answer each school’s prompts while remaining mindful of the word count. Throughout the process, I sought feedback from the Linguistics Undergraduate Advisor, Rita Parmar, practicing SLPs, and family members outside the field. This helped me ensure my writing was clear and understandable to different audiences.

I was also very intentional with every sentence I included. I constantly asked myself, “So what?” If I could not justify why a sentence mattered or what it contributed to my overall message, I revised or removed it. This helped me focus less on simply describing experiences and more on explaining how my academic, personal, and clinical experiences shaped my competencies and professional goals. 

I researched each program carefully and tailored my letters accordingly. I wanted to demonstrate not only why I was interested in each school, but also how my goals aligned with their values. This helped me ensure each application was specific to each program and resulted in offers of admission to both UBC and the University of Alberta.

If you could give one piece of advice to yourself as a first-year student, what would it be?

If I could give one piece of advice to my first-year self, it would be to trust the process and not rush the journey toward becoming an SLP. It’s normal to feel stressed about applications, but there isn’t a fixed point you need to reach by a certain time. It’s important to stay present and enjoy your time as an undergraduate student. 

I would also tell myself not to be overly consumed by grades or trying to accumulate the “perfect” set of experiences. With time, things tend to come together naturally. 

Most importantly, we are more than just SLPs-to-be, and there are other parts of our lives that matter too. Undergrad is also a time to build memories and enjoy life, not just prepare for what comes next.

Is there anything else that you would like to share?

Applying for grad school is stressful, and I think it is important to surround yourself with people who support you. Maintaining a positive mindset can make a significant difference, because when you don’t, you can end up adding unnecessary pressure on yourself. 

I also think it is important not to let anyone convince you that you cannot achieve the goal of becoming an SLP. Every applicant has their own strengths and weaknesses, and admissions committees take a holistic approach when reviewing applications. 

One quote that really resonated with me throughout my degree is: What is meant for you will reach you, even if it is beneath two mountains. And what is not meant for you will not reach you, even if it is between your two lips. This quote brought me a sense of calm during uncertain times.