Faculty and student perspectives on course collaborations within the communication sciences and disorders discipline

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Special Education and Communication Sciences and Disorders

Year dc:date.available

2025

Author dc:creator

• Morrison, Shanna R.

Contributors dc:contributor

• Sarah Ginsberg, Ed.D., CCC-SLP
• Jeffrey Bernstein, Ph.D.
• Jacquelyn McGinnis, Ph.D.

• Collaborative course (re)design
• Communication sciences and disorders
• Higher education course design
• Relationship-rich education
• Student-faculty partnerships
• Higher Education

Repository record dc:identifier

https://commons.emich.edu/theses/1295

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2637