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Faculty

Information About the First Cohort

The first cohort of 10 faculty started in the summer of 2011 and implemented their redesigned courses in the Fall of 2011 and Spring of 2012. More information about faculty participants and the courses that were redesigned can be found at The Fall 2011 Cohort.

Redesign Experience in Fall 2011 Cohort

Like many other instructors faced with teaching introductory courses, psychology professor George Hollich and math lecturer Tim Delworth have taught their classes the same way for years, lecturing to students who sit passively in large classrooms. That's about to change. The instructors are part of IMPACT (Instruction Matters: Purdue Academic Course Transformation), a program about course redesign, that aims to change the way key foundation, large enrollment classes are taught.

Delworth and Hollich are among a group of 10 instructors offering newly revamped courses in 2011-- from Government to Soil Science -- designed to better engage students. Delworth's Algebra and Trigonometry II students were able to opt for a hybrid version of the class that meets live once a week for 90 minutes of group work on problem solving. Students also, on their own time, watch lectures in PowerPoint narrated by Delworth. Hollich's Elementary Psychology class and students in Delworth's math class meet in a cutting-edge classroom in Hicks Undergraduate Library (HIKS B848) where they can work in small groups.

Current Faculty Experience in IMPACT

Tim Delworth says, "I have learned a lot from the IMPACT fellows. I am the only math person in the group, but we have all learned from each other how to overcome similar classroom challenges."

In addition to insights gained from colleagues, instructors can also integrate novel classroom technology, online education resources, small group work and innovative classroom spaces as they redesign traditional courses.

Ongoing Efforts - 2 to 3 Years From Now

Dale Whittaker, Vice Provost for Undergraduate Academic Affairs, says, "By involving 20 to 30 courses each year for the next three years, we anticipate that the culture of teaching for learning that is based on research will shift in a dramatic way -- making it more engaging and productive to teach and more effective and lasting to learn."