There is strong evidence that student-centered teaching leads to improvements in students’ abilities to solve problems and understand concepts. Reviews of the literature and considerable research suggest that student-centered approaches, such as those utilizing collaborative learning, cooperative learning, problem-based learning, or active learning in general, enhance learning to a greater degree than purely face-to-face instruction (Prince, 2004; Weimer, 2013). As defined in Michael (2006), active learning is a “process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas”.

IMPACT Annual Report

2015    Part I & II       Part III

2014    Executive Summary        Part I        Part II        Part III


Autonomy    Competence    Connectedness    SoTL Outputs

Autonomy

Autonomy, in the context of SDT, does not mean independence but rather feelings of volition and choice. For example, students tend to feel autonomous when they are given choices and options about how to perform or present their work.

Self-Determination Theory (SDT; Deci & Ryan, 1985; 2000)

The IMPACT program is guided by a strong theoretical framework, which has been validated and used in several research projects for the past 40 years. Student-centered learning environments are those that satisfy the needs for competence, autonomy (choice), and relatedness. When autonomy-supportive environments are created, then student motivation becomes more self-determined leading to improved learning outcomes. According to self-determination theory, self-determined motivation are those forms of motivation guiding behaviors that are valued and chosen volitionally (identification). In contrast, non self-determined motivation underlies behaviors that are coerced or pressured by others (coercion). Figure 7 presents the forms of motivation according to their underlying level of self-determination.

Amotivation is a state in which individuals lack the intention to act. When amotivated, people do not act at all, or really don’t know why they are engaging in behaviors.

Under the label of coercion, we find forms of motivation that underlie behaviors that are either regulated by external pressures and constraints (External Regulation) or behaviors that are regulated by internal pressures and feelings of guilt (introjection).

Identification underlies behaviors that are performed because they are valued by the individual. Behaviors that are regulated through identification are considered to be self-determined although still performed to attain an outcome, that is desired Behaviors that are regulated through identification are accepted, endorsed, and personally important to the people performing the behaviors.

Intrinsic motivation underlies behaviors that are performed simply for the pleasure and the satisfaction associated with the behavior. Intrinsically motivated behaviors are not performed as a way to attain an objective; they are performed just for the sake of performing the interesting activity. This is the prototype of autonomous motivation and self-determination.

Self-determination theory is a motivational theory which posits the existence of three basic psychological needs, which when fulfilled, contribute to the creation of a student-centered, autonomy-supportive learning environment. The basic needs are autonomy, competence, and relatedness.

Active Learning Models
Flipped/Hybrid Supplemental Traditional (Control)
Lower DFW Rates Increased GPA
Retention Degree Completion Affordability (Lower Cost)
SDT Principles Autonomy Support (Autonomy, Competence)

This graphic shows the relationship between active learning models and strategies, motivational principles, and student success variables.

In designing and evaluating the effectiveness of IMPACT, we examine the extent to which the transformations create a student centered learning environment as assessed using SDT framework. As shown in Figure 8, we examine the motivational mechanisms (SDT principles) as moderator of the relationship between redesign models using active learning strategies and student success and outcomes.

Competence

Competence has been the focus of multiple higher education studies and represents the extent to which students believe they have mastered content material or are able to perform academically (Deci, Koestner, & Ryan, 1999; Deci & Ryan, 2000). Finally, students perceive that their need for relatedness is met when they feel connected, intellectually and emotionally, to other students in the class as well as to their instructor.

Results based on complete survey data collected in Fall 2013.

Results in this section are based on data obtained from the student survey collected in Fall 2013. This student level data does not represent the entire IMPACT program data.

In Fall 2013, 14,121 students were enrolled in IMPACT courses (cumulative enrollments). Freshmen comprised 33.0% of the undergraduate enrollments (N=4,663), sophomores were 29.8% (N=4,209), juniors were 20.9% (N=2,956), and seniors were 14.8% (N=2,093). Figure below provides an overview of the student enrollments by college. Courses have been transformed in 10 of the 11 colleges at Purdue. The scope of this effort is unprecedented!

Student Representation Chart

Faculty/institutional perception

[Coming soon]

Student perceptions

There is strong evidence that student-centered teaching leads to improvements in students’ abilities to solve problems and understand concepts. IMPACT’s goal is to work with faculty to produce student-centered learning environments. When student-centered learning environments are created, students’ skills and attitudes are enhanced.

Student Perceptions Chart

Connectedness

Connectedness to the material presented in class, also termed relevance, is important to foster perceived relatedness.

SoTL Outputs

Discipline specific research

Science

  Graveel, J. G., & VanScoyoc, G.E. (2012, October). Innovative approach to active learning. Presentation given at the American Society of Agronomy Annual Meeting, Cincinnati, OH.

 

  Gundlach, E. (2013, March). STAT 113 - Statistics and Society. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Gundlach, E., Morris, R. C., Richards, K., A., Nelson, D., & Levesque-Bristol, C. (2013, May). Changing the course structure to meet the needs of students in a statistical literacy class: A comparison of attitudes, statistical literacy, and performance between large-lecture traditional, fully online, and hybrid sections. Poster presented at the United States Conference on Teaching Statistics, Raleigh, NC.

 

  Pelaez, N. (2013, March). A Purdue "village" helps first-year biology students develop personal strategies to "inform" themselves as professionals in their discipline. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Pelaez, N., Maybee, C. & Slebodnik, M. (2013, August). Why are we doing this? The role of personal relevance in developing biological information literacy. Poster presented at the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education: Chronicling the Changes Conference, Washington, DC.

 

Eng/Tech

  Attardo, D. (2013, September). IMPACT: Pedagogical leadership. Presentation given to the Corporate Partners of the Department of Computer Science, Purdue University.

 

  French, M. (2013, March). Revising a dynamics course for engineering technology students. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Meyer, D. (2013, March). ECE 362 - Microprocessor Systems and Interfacing. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Essig, R. R., & Troy, C. D., & Jesiek, B. K., & Boyd, J., & Trellinger, N. M. (2014, June), Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses Paper presented at 2014 ASEE Annual Conference, Indianapolis, Indiana.

 

  Mentzer, N., Laux, D., Zissimopoulos, K., R. Richards, K. & Parupudi, T. (In press). Peer Evaluation as a Formative Educational Intervention. Journal of Technology Education.

 

Health and Social Science

  Hollich, G. (2013, March). Benefits of team-based hybrid course revision for introductory psychology. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  McCann, J. (2013, March). Redesigning Political Science 101 Introduction to U.S. Politics: Placing James Madison's Republic under the microscope. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Yeager, E., & Zissimopoulos, A. (Accepted). Student Performance and Perception of Course Transformation. Paper presented at 2015 AAEA & WAEA Joint Annual Meeting, San Francisco: CA.

 

  Walters, B., Nagle, A., & Potetz, J. (Poster) A Tale of Two Teaching Innovations: One Course’s Journey through Curricular Redesign, American Association of Colleges of Nursing Faculty Development, 2015, February 12-14,Nashville, TN.

 

Liberal Arts

  Yough, M., Herron, M. A., Richards, K. A., & Ware, J. A. (in press). Working with what is brought: Promoting conceptual change in a course on learning. College Student Journal.

 

  Yough, M., Richards, K. A., & Ware, J. A. Flipping the Classroom: Implications for Learning and Motivation. Poster presentation to be presented at the 2015 American Psychological Association Convention, August 2015, Toronto, Canada.

 

General Programmatic Research

  Abamu, J.(2016). Is your online course designed to fail? New Learning Times. Retrieved from https://newlearningtimes.com/cms/article/3754

 

  Allen, E. (2013, March). HONR 19901 + HONR 19902 - First-Year Honors Seminar. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Attardo, D., Doan, T. and Levesque-Bristol, C. (2012, December). IMPACT: Course redesign theory and practice. Presentation given to the Department of Athletics, Purdue University.

 

  Barnes, I., Dugan, M., & Kirkwood, H. (2013, August). Scaling up, not spreading thin: Using hybrid online/offline instruction to meet common intellectual experience need. Presentation given at the Indiana University Libraries' Information Literacy Colloquium, New Albany, IN.

 

  Bonem, E., Levesque-Bristol, C., Zissimopoulos, A., Nelson, D., & Fedesco, H. N. (2016). Using self-determination theory to model the effects of student centeredness on the satisfaction of basic psychological needs, motivation and learning outcomes. 6th International Conference on Self-determination Theory, Victoria, British Colombia, Canada.

 

  Brown, C. & Meyer, D. (2013, March). ECE 270 - Introduction to Digital System Design. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Calahan, C.A., Levesque-Bristol, C., Nelson, D.B., & McCann, J.A., (2013, January). A Perfect storm: Campus-wide course redesign at an American R1 university meets the Pacific Rim. Presentation given at the annual International Higher Education Teaching and Learning Conference, Orlando, FL.

 

  Cayon, L. (2013, March). STAT 301 - Elementary Statistical Methods (Bilingual - English/Spanish). Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Darbishire, P., Colavecchia, C. & Barth, J. (2013, March). Unwanted medication collection events: Engaging pharmacy students and serving the community. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Darbishire, P., & Stiner, A. (2013, March). Impacting pharmacy student learning through design of an introductory fast-track active-learning course. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Doan, T., Maybee, C. & McNeil, B. (2014, July). Making an IMPACT! Advancing Student-Centered Learning at Purdue University. Presentation given at the Society for College and University Planning, Pittsburgh, PA.

 

  Ebarb, J. & Fliotsos, A. (2013, March). THTR 201 -Theatre Appreciation. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Fedesco, H. N., & Troy, C. (2016). Why this flip wasn’t a flop: What the numbers don’t tell you about flipped classes. Proceedings from ASEE Annual Conference, New Orleans, Louisiana.

 

  Flierl, M. (2016, April). Making an IMPACT: Empowering students via Information Use. First Nations Knowledge Services without Borders Institute, Maskwacis, Alberta.

 

  Jackson, A., Mentzer, N., & Zissimopoulos, A.N. (Accepted). Factors of Group Design Decision-Making. ASEE Conference Proceedings. Paper presented at ASEE 2015 Annual Conference and Exposition, Seattle: WA.

 

  Landis, M. H., Horton, A. & Riehle, C. F. (2013, July). Indorsed for IMPACT: Innovative programming to increase student engagement and promote success. Presentation given at the Midwest Association of Colleges and Employers (ACE) Conference, Chicago, IL.

 

  Levesque-Bristol, C., Doan, T. & Attardo, D., (2013, July). Fostering blended learning: Successful partnerships and faculty development for institutional change. Presentation given at the 10th Annual Sloan Consortium Blended Learning Conference and Workshop, Milwaukee, WI.

 

  Marshall, M., Fedesco, H. N., & Watkins, N., (2016). Exploring technological learning: Student evaluations from online courses. 12th International Congress of Qualitative Inquiry, Champaign-Urbana, Illinois.

 

  Maybee, C. (2016, April). Making an impact: Transforming academic courses through student-centered learning (Keynote). Visiting Scholar Lecture Series, University of Nebraska, Lincoln.

 

  Maybee, C. (2015, April). Preparing today’s learners: The role of information literacy in the adoption of innovative pedagogies. Invited presentation at the University of Southern Queensland, Toowoomba, Australia.

 

  Maybee, C., Doan, T., & Garritano, J. (2013, April). Librarians with impact: Contributing to campus-wide learning space and course-redesign initiatives. Panel presentation given at the Association of College and Research Libraries Conference, Indianapolis, IN.

 

  Maybee, C., Doan, T. & Riehle, C. F. (2013). Making an IMPACT: Campus-wide collaboration for course and learning space transformation. College and Research Libraries News, 74, 32-35.

 

  Maybee, C., Flierl, M., & Riehle, C. F. (2016, April). Common conversations about teaching and learning: Making an impact. Visiting Scholar Lecture Series at University of Nebraska, Lincoln.

 

  Mentzer, N., Jackson, A., Richards, K.A., Zissimopoulos, A.N., & Laux, D. (Accepted). Student Perceptions on the Impact of Formative Peer Team Member Effectiveness Evaluation in an Introductory Design Course. ASEE Conference Proceedings. Paper presented at ASEE 2015 Annual Conference and Exposition, Seattle: WA.

 

  Nies, L. (2013, March). Making 100 into five x 20: The journey from a lecture hall to a learning studio. Presentation given at the IMPACT: The Changing Classroom Symposium, West Lafayette, IN.

 

  Nies, L. & Payne, L. (2013, March). CE 355 - Engineering Environmental Sustainability. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Reid, P. (2013, February). A faculty-focused course design/redesign process. Presentation given at the Educause Learning Initiative Annual Meeting, Denver, Colorado.

 

  Reid, P. (2013, February). IM:PACT: Supporting faculty innovation in course redesign. Presentation given at the Educause Learning Initiative Annual Meeting, Denver, Colorado.

 

  Reid, P. & Attardo, D. (2013, March). Making an IM:PACT by partnering with faculty. Presentation given at the EDUCAUSE Midwest Regional Conference, Chicago, IL.

 

  Reid, P. & Attardo, D. (2013). Designing the wheel: Built-in instructional technology. EDUCAUSE Review.

 

  R. C. Morris, Loran Carleton Parker, David Nelson, Matthew D. Pistilli, Adam Hagen, Chantal Levesque-Bristol & Gabriela Weaver (2014) Development of a Student Self-Reported Instrument to Assess Course Reform, Educational Assessment, 19:4, 302-320 .

 

  Simpson, V. & Richards, L. (2013, March). NUR 222 - Population Health. Poster presented at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Stonebraker, I., Robertshaw, M. B., & Moss, J. D. (2016) Student see versus student do: A comparative study of two online tutorials. Tech Trends.

 

  Weaver, G. (2013, March). CHM 126 - General Chemistry. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Weil, C. (2013, March). AGRY 320 - Genetics. Presentation given at the IMPACT: The Changing Classroom Symposium. West Lafayette, IN.

 

  Yough, M., Levesque-Bristol, C., & French, R. A. (2013, March). Course redesign to increase student learning and motivation... in a course on "learning and motivation". Poster presentation at the IMPACT Symposium: The Changing Classroom, Purdue University, West Lafayette, IN.

 

Assessment

Annual Report

Theoretical

Practice