Collaborative course (re)design (CCRD) allows faculty and students to redesign a course together that the faculty teaches and the student has previously taken. This process amplifies student voices and helps faculty better understand students’ perspectives. However, barriers such as faculty’s feelings of ownership, students’ hesitations to share feedback, and logistical challenges often discourage participation. This qualitative study explores the perspectives of students and faculty in the communication sciences and disorders discipline following their engagement in CCRD. Findings include shifts in participants’ teaching and learning perspectives, insight into partnership dynamics, logistical challenges of CCRD, and ideas for future CCRD implementation. This thesis consists of three articles, with the first providing a comprehensive discussion on the presented study. The second article examines CCRD’s potential in the communication sciences and disorders discipline, comparing learner-centered education and client-centered care. The third article reflects on the author’s personal experiences of engaging in partnership with faculty.
","abstract_html":"<p>Collaborative course (re)design (CCRD) allows faculty and students to redesign a course together that the faculty teaches and the student has previously taken. This process amplifies student voices and helps faculty better understand students’ perspectives. However, barriers such as faculty’s feelings of ownership, students’ hesitations to share feedback, and logistical challenges often discourage participation. This qualitative study explores the perspectives of students and faculty in the communication sciences and disorders discipline following their engagement in CCRD. Findings include shifts in participants’ teaching and learning perspectives, insight into partnership dynamics, logistical challenges of CCRD, and ideas for future CCRD implementation. This thesis consists of three articles, with the first providing a comprehensive discussion on the presented study. The second article examines CCRD’s potential in the communication sciences and disorders discipline, comparing learner-centered education and client-centered care. The third article reflects on the author’s personal experiences of engaging in partnership with faculty.</p>","abstract_has_math":false,"creators":["Morrison, Shanna R."],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education and Communication Sciences and Disorders","degree_department":null,"school":null,"contributors":["Sarah Ginsberg, Ed.D., CCC-SLP","Jeffrey Bernstein, Ph.D.","Jacquelyn McGinnis, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:53Z","subjects":["Collaborative course (re)design","Communication sciences and disorders","Higher education course design","Relationship-rich education","Student-faculty partnerships","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1295","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Ginsberg, Ed.D., CCC-SLP","Jeffrey Bernstein, Ph.D.","Jacquelyn McGinnis, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Morrison, Shanna R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education and Communication Sciences and Disorders"]},{"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":["Collaborative course (re)design","Communication sciences and disorders","Higher education course design","Relationship-rich education","Student-faculty partnerships","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1295"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Collaborative course (re)design (CCRD) allows faculty and students to redesign a course together that the faculty teaches and the student has previously taken. This process amplifies student voices and helps faculty better understand students’ perspectives. However, barriers such as faculty’s feelings of ownership, students’ hesitations to share feedback, and logistical challenges often discourage participation. This qualitative study explores the perspectives of students and faculty in the communication sciences and disorders discipline following their engagement in CCRD. Findings include shifts in participants’ teaching and learning perspectives, insight into partnership dynamics, logistical challenges of CCRD, and ideas for future CCRD implementation. This thesis consists of three articles, with the first providing a comprehensive discussion on the presented study. The second article examines CCRD’s potential in the communication sciences and disorders discipline, comparing learner-centered education and client-centered care. The third article reflects on the author’s personal experiences of engaging in partnership with faculty.
"]},{"key":"dc:title","label":"Title","values":["Faculty and student perspectives on course collaborations within the communication sciences and disorders discipline"]}]}],"canonical_facts":{"dc:contributor":["Sarah Ginsberg, Ed.D., CCC-SLP","Jeffrey Bernstein, Ph.D.","Jacquelyn McGinnis, Ph.D."],"dc:creator":["Morrison, Shanna R."],"dc:date.available":["2025-06-19T07:00:00Z"],"dc:description.abstract":["Collaborative course (re)design (CCRD) allows faculty and students to redesign a course together that the faculty teaches and the student has previously taken. This process amplifies student voices and helps faculty better understand students’ perspectives. However, barriers such as faculty’s feelings of ownership, students’ hesitations to share feedback, and logistical challenges often discourage participation. This qualitative study explores the perspectives of students and faculty in the communication sciences and disorders discipline following their engagement in CCRD. Findings include shifts in participants’ teaching and learning perspectives, insight into partnership dynamics, logistical challenges of CCRD, and ideas for future CCRD implementation. This thesis consists of three articles, with the first providing a comprehensive discussion on the presented study. The second article examines CCRD’s potential in the communication sciences and disorders discipline, comparing learner-centered education and client-centered care. The third article reflects on the author’s personal experiences of engaging in partnership with faculty.
"],"dc:identifier":["https://commons.emich.edu/theses/1295"],"dc:subject":["Collaborative course (re)design","Communication sciences and disorders","Higher education course design","Relationship-rich education","Student-faculty partnerships","Higher Education"],"dc:title":["Faculty and student perspectives on course collaborations within the communication sciences and disorders discipline"],"thesis:degree_discipline":["Special Education and Communication Sciences and Disorders"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:17:53Z"}