Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts
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Lacroix, Denis and Lindsay Johnston. "Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts." The Grounded Instruction Librarian : Participating in the Scholarship of Teaching and Learning, edited by Melissa Mallon, et al., Association of College & Research Libraries, 2019.
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https://ebookcentral.proquest.com/lib/ualberta/reader.action?docID=5796149&ppg=184
Abstract
Description
In the fall of 2016, three librarians from the Humanities and Social Sciences Library at
the University of Alberta (UofA) took on the challenge of teaching a one-credit scholarly
communication course to new graduate students in the department of Modern Languages
and Cultural Studies (MLCS). Three librarians delivered the five two-hour MLCS795 weekly
classes from late October through November. The Scholarship of Teaching and Learning (SoTL) movement provides the context and impetus for analyzing the effectiveness of the course through the lens of student learning and evaluation. Student feedback obtained in early spring 2017 through a survey and interviews has provided an understanding of student opinion of scholarly communication and how the course met their expectations. Findings have provided the authors with plans for course improvements.
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http://purl.org/coar/resource_type/c_3248
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Language
en