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- Karzai, H., Attaro, D., Levesque-Bristol, C., J. Campbell, T. Doan, F. Dooley, M. Latour, G. Weaver, C. Weil, D. Whittaker and R. Lindell, (2012). IMPACT’s Role in improving undergraduate STEM Education at Purdue University. - IMPACT: Instruction Matters, Purdue Academic Course Transformation
Abstract: IMPACT, Instruction Matters: Purdue Academic Course Transformation is a Provost-led initiative at Purdue University designed to fund research-based course redesign throughout the university. Unlike other university transformation projects that focus on individual courses or departments, Purdue’s initiative focuses on transforming courses across the campus. The goals of the Purdue IMPACT program are to 1) Focus the campus culture on student-centered pedagogy and student successes; 2) Enable faculty-led course redesign with campus-wide resources; 3) Network faculty through Faculty Learning Communities; 4) Base course redesign on best practices and sound research; 5) Grow and sustain IMPACT by adding new IMPACT faculty fellows annually and 6) Assess and disseminate results to benefit future courses and students. To accomplish these goals, cohorts of faculty have been recruited to participate in weekly workshops and to work in a partnership with a development team to transform their courses. To date, two cohorts of faculty have completed this process. Of the 30 courses currently undergoing transformation, 20 have been in STEM fields. In this talk I will give an overview of the IMPACT process and discuss how this innovative program has helped transform several of Purdue’s large enrollment STEM courses.
- Dooley, F., & Doan, T. (2011). Institution-Wide Course Reform Through Faculty Development and Support: A First-Year Review and Evaluation. Proposal, Association of American Colleges and Universities. - AACU Proposal (PDF)
Abstract:This session will engage participants in a discussion of faculty development efforts leading to course redesigns that result in high-impact teaching practices. The session will describe a program in its first year at a large research-intensive university in which faculty are supported to learn about high-impact teaching practices and then implement them in their own courses, some of which will be taught in newly developed spaces. The program is institution-wide, cutting across a wide variety of disciplines, but focusing primarily on large foundational courses. Faculty engage in an intensive summer workshop series in which they learn about pedagogical approaches in a learning community environment and are then supported as they redesign their own courses and proceed with implementation. Multi-faceted assessment efforts are tracking the impacts of the program.
- Helgesen, M. G. (2011). Institutional-Level Course Redesign: A First Year Illustration and Review. - Course Redesign Poster Session (PDF)
Abstract:The presentation describes and reviews the first year of a campus-wide course redesign program, Instruction Matters: Purdue Academic Course Transformation (IMPACT), emanating from the Office of the Provost and focusing mainly on large-enrollment, foundational courses (The institution is a large, Ph.D. granting research university in the Midwest). The rationale for the program is that more students can be more positively impacted in foundation courses when those courses engage in a redesign process that is strategic. In short, the institution is undergoing a change in paradigms, i.e., from teaching to that of learning.
- Weaver, G. C., & Hands, M. (2011). Inverted Instruction: Redistributing Homework and Lecture Time as a Model for Student-Centered Teaching in Large Lecture Courses. American Chemical Society, National Conference - Denver, CO. August 2011.
Abstract:This paper describes an alternative format for chemistry lecture courses. The credit hour "effort" is redistributed such that this format would be able to be used in large lecture courses. In the inverted format, students view lectures and demonstrations online three times per week and take online quizzes for each online lecture via the Blackboard course management system. The professor meets in person with students once every other week during which students collaborate to solve selected problems and engage in group discussion facilitated by the professor. Each group of students has access to educational technology including a laptop and SmartBoard that allow them to share their work with the rest of the class. When not in class, students can access online course tools including Mixable and Course Signals to engage in discussions about the course and receive feedback about their progress in the course.