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

Publication Type and Release Option

Presentation (Open Access)

Previous Versions

Apr 24 2017

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Mar 30th, 10:00 AM Mar 30th, 10:45 AM

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.