| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433699 |
| 005 | | 20200225152856 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085672436 |
| 035 | |
▼a (MiAaPQ)AAI22618535 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Zito, Angela J. |
| 245 | 10 |
▼a Student Learning and Public Purpose: Accounting for the Introductory Literature Course. |
| 260 | |
▼a [S.l.]:
▼b The University of Wisconsin - Madison.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 189 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Zimmerman, David A. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This dissertation examines the fraught relationship between Literary Studies and student learning outcomes assessment in American higher education. In so doing, it also explores the historical and institutional context out of which this relationship developed: the convergence of public (dis)investment in humanities and the liberal arts, the marketization of higher education, and the culture of assessment to which that marketization is often attributed. Through qualitative analysis of interviews with introductory literature course (ILC) instructors at a large Midwest research university, I theorize how literature instructors' disciplinary values and perceptions of assessment interact in shaping their collective and individual approaches to assessing student learning. By designing my interview and analysis protocol in a way that probes broad but crucial questions about the value and practice of reading literature, I also theorize the purpose of undergraduate literary education-as it is constructed within this local context-in a way that explicates the often implicit disciplinary values, goals, and expectations that non-specialist audiences struggle to recognize. ILCs lie at the core of this research because they present a rich site for analysis of the language with which instructors communicate the value of literary education to those outside the small population who choose to specialize in English-that is, to non-expert, outcomes-oriented audiences including students, general education faculty committees, and college administrators. Ultimately, this dissertation argues that the assessment of student learning in Literary Studies is not inherently complicit in the marketization of higher education or the public and legislative disinvestment in the field. Rather, when executed critically, collaboratively, and iteratively within local departments, student learning outcomes assessment presents a crucial opportunity for literature programs to articulate and demonstrate the value of literary education to non-specialist audiences in a way that combats the market-driven logic of increasingly privatized higher education while embracing the non-market value(s) of the discipline. |
| 590 | |
▼a School code: 0262. |
| 650 | 4 |
▼a Literature. |
| 650 | 4 |
▼a Higher education. |
| 650 | 4 |
▼a Pedagogy. |
| 690 | |
▼a 0401 |
| 690 | |
▼a 0745 |
| 690 | |
▼a 0456 |
| 710 | 20 |
▼a The University of Wisconsin - Madison.
▼b English. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0262 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493548
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |