Lucy is a graduate from both the BSc Speech & Language Pathology and MRes Speech & Language Sciences programmes at the University of Strathclyde

Tell us a little bit about your background...

I graduated from Strathclyde University in 2024 with a first-class degree in Speech and Language Pathology. I began my studies straight out of school at sixteen with the goal of becoming a Speech and Language Therapist. I had a fantastic four years at Strathclyde- I met lots of new people, learned a great deal and really enjoyed my undergraduate experience.

What drew you towards undertaking this degree?

During my undergraduate studies, I engaged with many research papers to support evidenced-based practice during clinical placements. I was fortunate to receive a distinction in clinical theory, which further motivated me to strengthen my research skills. I had a keen interest in ensuring clinal tools were appropriate and effective for the populations they serve. The MRes programme offered the perfect opportunity to build these skills within a one-year degree. It allowed me to explore a topic I was passionate about while gaining valuable hands-on research experience.

Tell us about the format of the programme. What was a typical week like?

The MRes is largely self-directed, which really helps you develop independence, time management, and prioritisation skills. A typical week involves meeting with your supervisor to review progress, share drafts, and discuss next steps, followed by independent work such as writing or editing dissertation chapters. In the first semester, you also take a Research Methods class, which is a great opportunity to meet others on the programme and enhance your research skills beyond your individual project.

Tell us a little bit about your dissertation topic...

My dissertation explored whether accent variation can affect the identification of Speech Sound Disorders in Scottish English-speaking children. This project allowed me to investigate sociophonetic variation and consider the clinical implications for SLTs. As part of my research, I created a clinically useful list of common accent features in Scottish English child speech that SLTs can expect to encounter in practice. I am now in the process of editing my dissertation for publication.

What is the academic support at Strathclyde like?

The academic support is excellent. Supervisors and staff are very approachable and responsive- whether through email or in-person meetings. I was encouraged to submit my work to conferences, which led to me presenting at both university-level and international conferences. This was due to the support and encouragement of my supervisors and SLT teaching staff.

What are the facilities at Strathclyde like?

Strathclyde offers fantastic facilities, including a well-equipped library, plenty of study spaces, and a Students’ Union if you are looking for a more relaxed environment. There are also many sports clubs and societies to join!

How has your time at Strathclyde helped prepare you for a career post-University?

I’ve recently completed the MRes and am now looking for clinical work as a Speech and Language Therapist. I’m really excited to start my career and to put the research skills I developed at Strathclyde into practice to deliver evidence-based, person-centred care.

What advice would you give to someone considering applying for this course?

If you’re looking to develop strong research skills and gain hands-on experience, I would encourage you to apply for this course. Choose a research topic that truly interests and excites you. It’s a fantastic opportunity to grow both academically and personally. Go for it!