This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design. Student-faculty collaborative course design offers benefits to faculty members and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use collaborative course design, including reluctance to share control, faculty views of students, institutional expectations, faculty planning styles, and uncertainness of how to implement this type of course design. While the faculty members expressed reluctance to use collaborative course design, they acknowledged potential benefits, such as valuable student input, growth for the professor, increased student engagement, and clinical application. Faculty members also suggested ideas for how to implement collaborative course design. Lastly, faculty members identified information that they would need to implement student-faculty collaborative course design, which has implications for future research.
","abstract_html":"<p>This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design. Student-faculty collaborative course design offers benefits to faculty members and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use collaborative course design, including reluctance to share control, faculty views of students, institutional expectations, faculty planning styles, and uncertainness of how to implement this type of course design. While the faculty members expressed reluctance to use collaborative course design, they acknowledged potential benefits, such as valuable student input, growth for the professor, increased student engagement, and clinical application. Faculty members also suggested ideas for how to implement collaborative course design. Lastly, faculty members identified information that they would need to implement student-faculty collaborative course design, which has implications for future research.</p>","abstract_has_math":false,"creators":["Mead, Lauren"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Sarah M. Ginsberg, Ed.D., CCC-SLP, Chair","Wanda Kent, Ph.D., CCC-SLP","Audrey Bernard, Ph.D., CCC-SLP"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:13Z","subjects":["Collaboration","Evidence based practice","Higher education","Speech-Language Pathology","Student voice","Teaching Pedagogy","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/726","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah M. Ginsberg, Ed.D., CCC-SLP, Chair","Wanda Kent, Ph.D., CCC-SLP","Audrey Bernard, Ph.D., CCC-SLP"]},{"key":"dc:creator","label":"Author","values":["Mead, Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Collaboration","Evidence based practice","Higher education","Speech-Language Pathology","Student voice","Teaching Pedagogy","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/726"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design. Student-faculty collaborative course design offers benefits to faculty members and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use collaborative course design, including reluctance to share control, faculty views of students, institutional expectations, faculty planning styles, and uncertainness of how to implement this type of course design. While the faculty members expressed reluctance to use collaborative course design, they acknowledged potential benefits, such as valuable student input, growth for the professor, increased student engagement, and clinical application. Faculty members also suggested ideas for how to implement collaborative course design. Lastly, faculty members identified information that they would need to implement student-faculty collaborative course design, which has implications for future research.
"]},{"key":"dc:title","label":"Title","values":["Faculty perspectives of student-faculty collaborative course design"]}]}],"canonical_facts":{"dc:contributor":["Sarah M. Ginsberg, Ed.D., CCC-SLP, Chair","Wanda Kent, Ph.D., CCC-SLP","Audrey Bernard, Ph.D., CCC-SLP"],"dc:creator":["Mead, Lauren"],"dc:date.available":["2017-08-08T07:00:00Z"],"dc:description.abstract":["This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design. Student-faculty collaborative course design offers benefits to faculty members and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use collaborative course design, including reluctance to share control, faculty views of students, institutional expectations, faculty planning styles, and uncertainness of how to implement this type of course design. While the faculty members expressed reluctance to use collaborative course design, they acknowledged potential benefits, such as valuable student input, growth for the professor, increased student engagement, and clinical application. Faculty members also suggested ideas for how to implement collaborative course design. Lastly, faculty members identified information that they would need to implement student-faculty collaborative course design, which has implications for future research.
"],"dc:identifier":["https://commons.emich.edu/theses/726"],"dc:subject":["Collaboration","Evidence based practice","Higher education","Speech-Language Pathology","Student voice","Teaching Pedagogy","Education"],"dc:title":["Faculty perspectives of student-faculty collaborative course design"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:17:13Z"}