Instruction Matters:
Purdue Academic Course Transformation (IMPACT)
We are now accepting applications for two upcoming IMPACT opportunities: IMPACT Week and IMPACT Semester.
- IMPACT Week – a fully remote option that covers the core topics of IMPACT in an intensive, shorter version. We will offer IMPACT Week May 8-19, 2023 (one week of facilitation + the week following to complete any remaining modules and reflection assignments). The time commitment is estimated to be 3-5 hours/day during the week of May 8-12 (with the flexibility to finish over the following week). This option is open to any instructor of record at Purdue WL and comes with a $1,000 incentive to support their teaching, upon completion of program deliverables.
- IMPACT Semester – our full, 13-session Faculty Learning Community (FLC) program. The program begins the first week of the fall 2023 semester and ends the week before finals, with weekly, 75-minute synchronous sessions. This is our deepest dive into course design, with a time commitment estimated at 3-4 hours per week over the course of the semester. This option is open to instructors of record who are faculty or staff at Purdue WL and, upon completion of 3 major deliverables, comes with a $10,000 incentive to support their teaching.
Overview
IMPACT is a faculty development program that supports many different models of participation and faculty from all disciplines university-wide. Launched by the Office of the Provost in 2011, IMPACT is a large, collaborative initiative on the Purdue West Lafayette campus.
The Office of the President identified IMPACT as a component of the Purdue Moves initiatives in 2013. IMPACT is also integrated into the Purdue Provost’s Road Map for Transformative Undergraduate Education and the Innovation College.
Our Mission
IMPACT supports instructors in enhancing their pedagogical practices in order to create autonomy-supportive and inclusive learning environments to foster student success.
Specifically, the IMPACT program aims to support faculty’s ability to:
- Implement pedagogical practices that are student-centered, autonomy-supportive, and engaging
- Create learning environments that are equitable and inclusive
- Adopt a scholarly approach to instruction and contribute to a community of practice
Theoretical Framework
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.
Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2017) is a motivational theory that posits the existence of three basic psychological needs, which when fulfilled, contribute to the creation of a student-centered, autonomy-supportive learning environment.
Autonomy
The feelings of volition and choice; endorsement of behavior, ownership of the learning process.
Competence
The extent to which students believe they have mastered content material or are able to perform academically.
Relatedness
The need to feel belongingness and connectedness with others and the material presented in class, also termed relevance.
IMPACT Semester Faculty Learning Community (FLC)
The 13 weekly FLC sessions will help you design and/or redesign your course to foster a student-centered learning environment.
The sessions present research-based, pedagogically sound approaches to course design, guiding you through the design process from which you will be able to purposefully create a course that meets your unique needs.
Expectations
As an IMPACT faculty fellow, it is expected that you will:
- Attend in person and participate in the Faculty Learning Community (FLC) weekly sessions, described in the right-hand column.
- Prepare for each session by completing all pre-work beforehand.
- Meet regularly (weekly or bi-monthly) with your IMPACT Support Team to work through redesigning your course.
- Implement your designed/redesigned course within one year of completing IMPACT.
Funding
$10,000
- First time instructors participating in IMPACT.
$2,500
- Returning instructors participating in IMPACT.
Undergraduate courses are prioritized in the program acceptance process.
A limited number of graduate courses can be redesigned through IMPACT each semester with funding.
Schedule
Session 1: Teaching Goals
Session 2: Student Motivation
Session 3: Student Characteristics
Session 4: Learning Outcomes
Session 5: Informed and Inclusive Learning Objectives
Session 6: Assess Student Performance I
Session 7: Assess Student Performance II
Session 8: Learning Activities I
Session 9: Learning Activities II
Session 10: Reflective & Scholarly Practitioner
Session 11: Connecting the Dots + Redesign Decisions
Session 12: Redesign Presentations
Session 13: Closing the Loop
Support Team
The Center for Instructional Excellence
Purdue Online
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