Abstract
This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design (CCD). For the purposes of this study, the term “faculty” includes all those who teach at the university level. Student-faculty CCD offers benefits to course instructors and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use CCD, including reluctance to share control, views of students, institutional expectations, planning styles, and uncertainness of how to implement this type of course design. While the participants expressed reluctance to use CCD, they acknowledged potential benefits, such as valuable student input, growth for the professor, increased student engagement, and clinical application. Participants also suggested ideas for how to implement CCD. Lastly, the participants identified information that they would need to implement student-faculty CCD, which has implications for future research.
Recommended Citation
Mead, L. H. (2018). Faculty Perspectives of Student-Faculty Collaborative Course Design. Teaching and Learning in Communication Sciences & Disorders, 2(1).
Included in
Adult and Continuing Education Commons, Secondary Education Commons, Speech and Hearing Science Commons, Speech Pathology and Audiology Commons
