Abstract
This article explores how a graduate course in communication sciences and disorders (CSD) was rapidly redesigned in response to a natural disaster to integrate trauma-informed and community-engaged learning. Following Hurricane Helene’s impact on Appalachian communities, a standard literature review assignment was transformed into a collaborative project where students created low-cost, developmentally appropriate language-learning kits for young children affected by the storm. Grounded in adult learning theory, trauma-responsive pedagogy, and high-impact educational practices, the revised course structure enabled students to apply clinical knowledge in real time while supporting families in crisis. Outcomes included increased student engagement, empathy, and professional competency. The project offers a replicable model for educators seeking to align academic learning with emergent community needs in CSD and related health disciplines.
Recommended Citation
Boggs, T. L.
(2026).
Teaching Through Disruption: Trauma-Informed, Community-Engaged Learning in a Graduate CSD Course.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1411
