Abstract
Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study’s purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students’ perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and post-program semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students’ attitudes and beliefs.
Recommended Citation
Williams, E. K.,
Bellon-Harn, M. L.,
&
Morris, L. R.
(2024).
“You’re going to serve people from all different backgrounds”: CSD Students’ Perceptions of an Introductory Online Social Justice Program.
Teaching and Learning in Communication Sciences & Disorders, 8(3).
DOI: https://doi.org/10.61403/2689-6443.1307
