Assessment in Action: The Evolution of an Undergraduate Qualitative Research Methods Course

Abstract

Over the past twenty years, formal assessment has been institutionalized at many colleges and universities. We review, evaluate and file annual reports, but to what end? How do we use assessment results to change our curriculum? This research explores this question through a case study of an undergraduate qualitative research methods course requirement at a Midwestern regional comprehensive university, Eastern Illinois University. We focus on the relationship between departmental assessment and curricular development. Two decades ago, the department began requiring a two credit hour Library Research Methods course, which developed into a three credit hour Introduction to Political Science Research course, with a strong qualitative focus. In the late 1990s, this course was removed from the curriculum, and subsumed into the required quantitative research methods course, as an effort to integrate qualitative and quantitative methods into one course. However, two years ago, the department added a one credit course requirement back to the curriculum, focusing on the use of sources, scholarly literature reviews, qualitative research methods, and professional development for Political Science majors. In this case study, we explore the formal and informal assessment measures which served as catalysts for these course changes, and we elaborate on lessons learned as we continue to assess this course requirement.