Assessment of a One-Credit Course for Humanities Graduate Students: A Phenomenological Approach to Identify Thresholds and Impacts

• Author(s) / Creator(s)

  • Lacroix, Denis ; Johnston, Lindsay

• 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.

• Date created

  2019-07-03

• Subjects / Keywords

  • Humanities graduate students
  • Scholarly communication
  • Scholarship of teaching and learning
  • Credit course

• Type of Item

  Chapter

• DOI

  https://doi.org/10.7939/r3-wexy-yv64

• License

  Attribution 4.0 International