Lauren Trejo

Date Approved


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


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.