Approaches to creating ‘humane’ research evaluation metrics for the humanities

Stacy Konkiel

doi:10.1629/uksg.445

Figures & Tables

Table 1

Determining the values that drive the creation of a syllabus

Overall practice: creating a syllabus

Related practices: framing the course’s theme, writing learning objectives, selecting readings (required and suggested), designing assignments, writing a code of conduct, making your syllabus available to students upon completion, potentially sharing your syllabus with the rest of your discipline by archiving it in a repository

Resulting objects: syllabus (overall), bibliography (including titles, author names and permanent identifiers such as DOIs and ISBNs), code of conduct (reused for other courses), student assignments

Possible driving values:

quality (e.g. Is this the best possible work I can share with students to teach them about my topic?)
diversity (e.g. Am I purposeful in including scholars and works from all backgrounds, or do I simply include works from ‘the canon’?)
accessibility (e.g. Is this work presented to students in a format easily used by screen readers or other adaptive technologies?)
openness (e.g. Have I openly licensed this syllabus so that other instructors can reuse or adapt it?)

Approaches to creating ‘humane’ research evaluation metrics for the humanities

Figures & Tables

Table 1

Paradigm

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