Date Approved
2021
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department or School
Special Education and Communication Sciences and Disorders
Committee Member
Sarah Ginsberg, Ed.D., CCC-SLP
Committee Member
Audrey Farrugia, Ph.D., CCC-SLP
Committee Member
Colleen F. Visconti, Ph.D., CCC-SLP
Abstract
This qualitive study examined four communication sciences and disorders (CSD) graduate students’ experiences with feedback from CSD faculty members to understand how it affected their relationships with faculty. Review of the literature revealed the importance and impact of feedback; however, it offered little research examining feedback within the field of CSD. Graduate students who completed their undergraduate degrees in CSD were interviewed to reflect on feedback experiences they received from faculty during their undergraduate and graduate education. The students were presented with two mock papers with differing feedback styles and were asked their reactions to the feedback. It was discovered that feedback received directly contributed to faculty’s overall approachability, with more imbalanced critical feedback increasing the perception of unapproachability towards faculty members. Additionally, the feedback modality, language used, and balance of positive and negative comments strongly influenced participant’s perception of the feedback being given as an inherently pleasant or unpleasant.
Recommended Citation
Trejo, Lauren, "The impact of faculty feedback on student perceptions of faculty-student relationships" (2021). Master's Theses and Doctoral Dissertations. 1104.
https://commons.emich.edu/theses/1104