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Frequently Asked Questions

What are the benefits of participating in IMPACT for faculty?

  • Time and opportunity to carefully consider the delivery and content of their course, learn about new teaching pedagogies that encourage active learning, and reflect upon the structure of their course.
  • Priority access to Purdue's innovative spaces for course delivery.
  • Participation in a Faculty Learning Community (FLC) as an IMPACT Faculty Fellow, providing and receiving support from the other cohort Faculty Fellows during the design, development, and delivery of the redesigned course.
  • Individual consultation and development resources from the Center of Instructional Excellence (CIE), Informational Technology at Purdue (ITaP), Discovery Learning Resource Center (DLRC), and Purdue University Libraries.
  • The potential for research and publication in their discipline area or as contributions to the scholarship of teaching and learning.
  • Potential for enrichment of faculty dossiers with pedagogical innovations.
  • See also, Value to Purdue Community.

What courses are eligible?

While all undergraduate classes are open to the program, priority will be given to courses that are: foundational (freshman/sophomore level), have large enrollments, and are currently experiencing low Confidence and Competency Rate. Examples of course redesigns that may be proposed in the IMPACT program include:

  1. Traditional/Face-to-Face Enhanced: a traditional face-to-face course, enhanced with both innovative pedagogy and/or use of several instructional technology solutions.
  2. Blended or Hybrid: instruction is conducted partly online and partly face-to-face, with a key distinguishing factor of using the reduced seat time to emphasize active learning.
  3. Online: offered totally online and primarily asynchronous.

What are the expectations of faculty members selected to participate in IMPACT?

As described in the IMPACT 2013 Call for Proposals, Faculty Fellow(s) agree to:

  • Attend and participate in required Faculty Learning Community (FLC) sessions and all activities associated with FLC meetings, which are facilitated by other faculty and IMPACT Support Staff for the cohort semester.
  • Develop and follow a course redesign plan and assessment strategy in consultation with IMPACT Support Staff.
  • Work with the IMPACT Support Staff to refine learning outcomes and align course assessments with learning outcomes for your course redesign project.
  • Meet regularly with your IMPACT Support Staff to work through the course redesign plan and develop content for the course.
  • Participate in IMPACT program assessment activities, which will include surveys and/or interviews with Faculty Fellows, as well as surveys and/or observations of the course and students.
  • Deliver the redesigned course within one calendar year of acceptance into the program.

Faculty Fellow(s) are also encouraged to:

  • Attend and participate in other IMPACT events such as presentations by invited guest speakers
  • Present a brown bag seminar in the home department, college, and or campus about the course redesign as part of the IMPACT project.
  • More broadly, become leaders of continued improvement with respect to teaching on the Purdue campus. This includes providing feedback to the IMPACT Steering Committee about your experience, serving as a mentor to future IMPACT Fellows, and sharing insights with colleagues.

Because sustainability of the redesigned course is critical to the success of IMPACT, whenever possible, the fellows will continue to teach the redesigned course for an additional 3 semesters.

How do I get support for course redesign?

Instructors in the IMPACT program work with teams of course and curriculum developers from the Center for Instructional Excellence, ITaP, Libraries, Extended Campus and the Discovery Learning Research Center to redesign their courses. The faculty cohort is also part of a faculty learning community. Delworth says the time spent working with faculty members from many disciplines has been rewarding.