Track
Research Proposal / Assessment of Student Learning
Abstract
College and university instructors across disciplines are well aware of the pedagogical challenges particular to introductory-level courses. What might be less frequently discussed, though, and yet more complex and increasingly pressing, are the ramifications of these complex pedagogical questions in the design and implementation of program assessment. This research in progress takes a grounded theory approach to assessment of introductory literature courses (ILCs) at a large public university with the view of designing program assessment (to be implemented 2017-18) that accounts for the learning goals and teaching practices of ILCs alongside those more firmly rooted in the English major.
Session Format
Student Voices in SoTL Poster Session
Location
Room 2
Recommended Citation
Zito, Angela, "A Grounded Theory Approach to Introductory Literature Program Assessment" (2017). SoTL Commons Conference. 23.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/23
A Grounded Theory Approach to Introductory Literature Program Assessment
Room 2
College and university instructors across disciplines are well aware of the pedagogical challenges particular to introductory-level courses. What might be less frequently discussed, though, and yet more complex and increasingly pressing, are the ramifications of these complex pedagogical questions in the design and implementation of program assessment. This research in progress takes a grounded theory approach to assessment of introductory literature courses (ILCs) at a large public university with the view of designing program assessment (to be implemented 2017-18) that accounts for the learning goals and teaching practices of ILCs alongside those more firmly rooted in the English major.
