For more than a decade, the Library 160 course was delivered as an independent study, self-paced course with one face-to-face opening lecture by a librarian or, more often, a graduate student TA. After that one lecture, students were expected to work through the course's manual, its online tutorials, and assignments on their own, with no further contact or feedback from their instructor or cohort students. The course was sustained during this period largely by the Library 160 office manager, two half-time graduate student TAs - who were responsible for the majority of course sections - and two librarians. Online tutorials were expected to take the place of face-to-face class contact. The Library has learned through student feedback that this model proved unpopular with undergraduate students, who were confused by the independent nature of the course and its almost total lack of instructor contact. Summative feedback from students was often negative. What follows is a description of how course administrators have used the feedback process to change the course for the better. Importantly, student feedback from Library 160 now often includes very positive comments and assertions that the course was very helpful.
Course Self-Assessment: Student negative feedback gathered in 2002 and earlier formed the basis in part for a rigorous review of the Library 160 course, its learning goals, instructional content, pedagogy, course delivery, and student learning outcomes assessment. Major recommendations of the course self-assessment were the following:
Other ongoing improvements to the course have also had their origins in student feedback. These include:
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2005-11-10 Copyright © 2000-2010, Iowa State University. All rights reserved.