Abstract
This report describes and analyzes a 4 ½ hour experiential learning module for entry-level undergraduates majoring in communication sciences and disorders. The module emphasizes the importance of self-reflection to future audiologists and speech-language pathologists. It illustrates the curriculum planning process (i.e., content and self-rating tools) and introduces a mentored forum grounded in personalized and constructivist learning to foster three outcomes; foundational knowledge, caring, and the human dimension (Fink, 2021; 2001). As a result, students stated they learned about why self-reflection matters and how their own dispositions could be aligned with the professions’ expectations. Students found the activities engaging, interesting, and helpful to preprofessional development and the instructor observed three key trends. Students actively discussed the intersection of acculturation experiences and self-reflection. They envisioned themselves as introspective professionals. And, they enjoyed analyzing the attributes of rating scales and interpreting the outcomes they revealed. The report concludes with implications for embedding self-reflection in undergraduate curricula.
Recommended Citation
Cascella, P. W.
(2026).
A Brief Case Report about Mentored Self-Reflection in a Communication Disorders Survey Course.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1405
