A Student-Led Initiative for Exploring Voice Production: Findings of a Mixed-Methods Analysis

Purpose: This study examined the impact of a student-led voice dosimetry project on graduate speech-language pathology students' perceived learning, relevance of acoustic voice measurements, and students' self-reported confidence. Prior research demonstrates low perceived retention of acoustics content in speech-language pathology education. This study aimed to explore whether integrating hands-on dosimetry technology could support students' self-reported confidence and self-assessment of learning related to voice disorders. Method: Thirty-eight graduate speech-language pathology students participated in a mixed-methods study embedded in a clinical practicum course. The students constructed and implemented do-it-yourself voice dosimeter devices. Pre- and postproject surveys assessed confidence and learning using Likert-style items and short response questions. Linear regression and thematic coding evaluated changes. Results: Students showed significant gains in confidence across six confidence-related items. The largest increases were items related to understanding acoustic measures and understanding voice dosimetry. Students with higher confidence scores also reported more favorable learning outcomes. Qualitative analyses supported these findings: Preproject responses reflected limited prior experiences with voice acoustics, while postproject responses emphasized engagement, educational gains, and suggestions for refinement of the student-led project. Conclusions: This study supports the use of relatively low-cost, student-led voice dosimetry as an effective instructional tool in speech-language pathology education. The results demonstrate increases in students' self-reported confidence and perceived relevance of voice acoustics.