By: Carissa Kautz, BS, TSHA Graduate Student Representative

As a second-year graduate student in speech-language pathology, I’m learning firsthand that graduate school is about more than just coursework and clinical hours. During my first clinical placement, I cotreated a toddler with a complex medical history whose parents were highly engaged throughout therapy. While I managed data collection and wrote goals, my most significant growth came from developing communication, collaboration, and interpersonal skills with both the family and clinical team. Actively seeking and applying feedback from my supervisor further strengthened my intervention strategies and clinical reasoning. These experiences have shown me that graduate school is more than earning a degree; it’s about intentionally shaping your professional path through diverse experiences, professional relationships, and continuous learning.

Value in Diverse Clinical Experience
When I started graduate school, I was certain I wanted to work in pediatrics. I spent years volunteering at local elementary schools and participating in a summer program for children with disabilities to prepare myself for clinicals. However, as I progressed through different clinical placements, I’ve had the opportunity to work with a wide range of populations—adults recovering from traumatic brain injuries and CVAs, children with speech and language delays, and individuals of various ages with social communication disorders.

Speech-language pathology encompasses a wide spectrum of client populations and clinical environments, each offering unique challenges and learning opportunities. In each placement, I’ve applied what I’ve learned in class, which has helped me build a well-rounded skill set and a deeper understanding of effective intervention strategies. I’ve expanded my interests beyond pediatrics to include areas such as rehabilitation for individuals with head and neck cancer. Working in diverse settings like hospitals and outpatient clinics also has deepened my appreciation for interdisciplinary collaboration and the many professional roles that contribute to comprehensive patient care.

Professional Relationships
In addition to hands-on experience, the professional relationships you build during graduate school can have a lasting impact on the kind of clinician and colleague you become. Mentors, professors, supervisors, and even your fellow students can support your growth throughout graduate school and your entire professional career. In fact, several guest speakers in my classes were former students who have remained connected to the program or their colleagues, demonstrating the long-term value of these relationships.

When choosing mentors, I look for individuals in my area of interest who exemplify clinical excellence, strong leadership, and embody the values I aspire to uphold. Some will expand your thinking, others offer steady encouragement, and many lead by example. I’ve learned that meaningful connections often begin when you take initiative: come prepared, ask thoughtful questions, and stay open to feedback. I’ve built my strongest professional relationships by doing my best work and showing up ready to learn. I’ve also realized that professionals genuinely appreciate when students reach out; there’s no need to wait for the “perfect” moment. Most are happy to share their insights when you show genuine interest. And peers matter too; joining study groups, supporting one another, and taking clinic seriously can open doors you didn’t expect.

Expanding Your Experience Outside of Clinic and the Classroom
I am an active member of the Texas Speech-Language-Hearing Association (TSHA) and National Student Speech-Language-Hearing Association (NSSLHA), work in a research lab studying children with autism, and volunteer and babysit weekly. These experiences have taught me the importance of balancing multiple responsibilities while maintaining organization and focus. Being involved in these professional organizations has significantly expanded my understanding of advocacy, networking, and continuing education. Through TSHA’s webinars and conferences, I stay up to date with the latest research and clinical practices, while NSSLHA has provided valuable leadership opportunities and a supportive community of peers.

Pursuing research during graduate school offers another opportunity to expand your understanding of specific clinical topics and contribute to the evidence guiding best practices. My experience in a research lab focused on children with autism has strengthened my ability to analyze data and interpret findings critically while also considering how the data could inform and improve clinical decision-making in practice. Research allows you to make a meaningful impact on a particular population by advancing knowledge and shaping interventions beyond direct clinical work. Finally, volunteer opportunities have helped me grow personally by allowing me to connect with diverse individuals and communities. These experiences have developed my compassionate professionalism, communication, and adaptability, strengths that deepen my understanding of others and improve my ability to provide quality, person-centered care.

Conclusion
Graduate school has been so much more than just classes and clinic hours for me. It’s about intentionally shaping who I want to be as a clinician and as a person. Every experience—whether working with different clients, building relationships with mentors and peers, doing research, or volunteering—has helped me build the skills, knowledge, and character I need to become a compassionate and effective speech-language pathologist. By staying curious, proactive, and open to growth, I feel prepared to join this field and to make a lasting, positive impact on the lives of the individuals and communities I serve.