Date Approved
2025
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
Jeffrey Bernstein, Ph.D.
Committee Member
Jacquelyn McGinnis, Ph.D.
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.
Recommended Citation
Morrison, Shanna R., "Faculty and student perspectives on course collaborations within the communication sciences and disorders discipline" (2025). Master's Theses and Doctoral Dissertations. 1295.
https://commons.emich.edu/theses/1295
