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Our mission is to improve student competency and confidence through redesign of foundational courses by using research findings on sound student-centered teaching and learning.

Goals & Objectives

Purdue’s overall goals are as follows: - Focus the campus culture on student-centered pedagogy and student successes - Enable faculty-led course redesign with campus-wide resources - Network faculty through Faculty Learning Communities - Base course redesign on best practices and sound research - Grow and sustain IMPACT by adding new IMPACT faculty fellows annually - Assess and disseminate results to benefit future courses and students.

Educational Challenge

Beginning in the 1990s, instructors in large classes began changing their teaching methods to emphasize student-centered learning. Pioneers across various academic disciplines showed improvements in students’ abilities to solve problems and understand concepts, as well as more positive learning attitudes.

While each university and college boasts its cadre of great teachers, thus far, only a few have embraced the challenge of redesigning their course. A new challenge arises with campus-wide course redesign initiatives.


Most campus course redesign projects focus on individual courses or departments. Purdue’s IMPACT initiative encompasses the entire West Lafayette campus.

Specific Goals:

The overarching goal of IMPACT is to partner with and develop a network of faculty committed to the transformation of thirty courses per year, integrating a more enhanced student-centered approach that is informed by research and aimed at enhancing student learning, competence, and confidence. Specifically the project aims to:

  • Select 30 courses per academic year to be part of the project. The implementation must occur for at least 2 years after the initial course redesign.
  • Bring all campus-level resources to bear so that faculty members benefit from the best of the best (technology, assessment, research and pedagogies) while bringing their own innovation and subject matter expertise to the table, as well.
  • Utilize new pedagogies that are informed by research while utilizing teaching innovations that are conducted as research.
  • Form Faculty Learning Communities (FLC) as instruments for faculty exploration, collaboration, learning, development and contributions to the Scholarship of Teaching and Learning.
  • Integrate technology and active learning pedagogies that support the instructional approach of IMPACT and the faculty.
  • Develop an assessment plan that integrates clear student learning outcomes and a comprehensive and continuous assessment process.
  • Develop a project plan that evaluates the process of course transformation and integrates the strategic plan themes of student success, retention and completion.
  • Explicitly integrate the course transformation project into other ongoing campus initiatives such as distance education, supplemental instruction and hybrid course development.
  • Promote long-term sustainability through faculty and college buy-in and through advisory/research faculty oversight.


The initial assessment of this project will include the following data elements:

  • The success of student attainment of course/curriculum learning outcomes.
  • The sustainability in the course transformation effort as measured by costs, ability/willingness for future faculty to adopt the approach, and change in institutional resource commitments.
  • The retention rate (course, discipline, and institution) over time.
  • Student grades in specific courses over time (changes in A's, B's and C's) and in subsequent, related courses.
  • The Confidence and Competency Rate over time.
  • Students' attitudes over time towards learning, the integration of technology, and active learning.
  • The faculty perception of student preparedness in future courses.
  • Faculty attitudes over time towards teaching, course assessment, and active learning.

Value to Purdue Community:

There is value to every member of the Purdue Community. They include:

To the students: The value comes in deeper and longer lasting learning; in a deeper grasp of abstract perspectives about the topic and the discipline: more skillful problem solving skills to take through life and to the work place.

To the campus: The value comes in the ability to provide students with a sounder, more robust place of learning, and the cultural shift to place a great value on learning and the research of teaching and learning.

To the academic units: The value comes in:

  • The opportunity to contribute to the assessment process.
  • The opportunity to make substantive contributions to the curriculum revision/revitalization of your department and discipline.
  • The opportunity to contribute to a greater understanding of the course in relation to the curriculum, and the assessment of learning outcomes for the campus, by carefully considering the learning outcomes for IMPACT courses.

To the faculty: Numerous benefits:

  • The time and opportunity to carefully consider the delivery and content of your course, learn about new teaching pedagogies that encourage active learning, and reflect upon the structure of your course.
  • Enhance your vita with the recognition as, IMPACT Faculty Fellow.
  • Camaraderie with fellow IMPACT Faculty Fellows.
  • Priority development time with IMPACT staff.
  • Priority access to Purdue's innovative spaces for course delivery.
  • The opportunity to gather data and contribute research results to the Scholarship of Teaching and Learning.
  • Finding more students successfully demonstrate deeper learning and thinking than those in previous school terms.
  • A $10,000 stipend per course.