Abstract
The collaborative course (re)design (CCRD) process provides faculty and students with an opportunity to collaborate in partnership to redesign a course that the faculty teaches and that the student has previously taken. This process amplifies student voices and allows faculty to increase their understanding of students’ learning and experiences. However, barriers of CCRD, such as faculty members’ desires to retain decision-making control, students’ hesitations to share feedback, and logistical concerns, prevent many faculty and students from taking part in the process. This qualitative study sought to gain insight into the perspectives held by students and faculty in the communication sciences and disorders discipline who have engaged in the CCRD process. The results shed light on changes in participants’ views on teaching and learning, the evolution of partnership dynamics, logistical challenges, and suggestions for the future implementation of CCRD.
Recommended Citation
Callewaert, S. R.,
&
Ginsberg, S. M.
(2026).
Faculty and Student Perspectives on Course Collaborations within Communication Sciences and Disorders.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1420
Included in
Scholarship of Teaching and Learning Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
