Education Commons^™

On The Removal Of Motivation And Structural Barriers In The Classroom And Across The Mathematics Curriculum, Benjamin Wiles, Chantal Levesque-Bristol

IMPACT Presentations

Presentation at the research roundtable discussion at the 2018 Critical Issues in Math Education Workshop, Mathematical Sciences Research Institute, in Berkeley, CA.

Presents data on the ability of active learning methods to impact motivation and promote learning outcomes in mathematics courses.

Exposing Problems Teaching Students Morphological Species Identification, Trevor Stamper, Lauren Weidner, Gregory Nigoghosian, Ludmila D. Nunes

IMPACT Presentations

When dealing with physical remains, morphological assessment for species is a traditional approach to entomological specimen identification. A dichotomous key guides the user through taxa determination for a specimen by providing a series of dual-choice nodes that center around morphological differences. Each nodal choice leads to either a new set of dichotomous choices or a taxa decision. We evaluated student’s ability to utilize a dichotomous key down to species for a limited set of taxa, by reviewing their nodal decisions along with their confidence level using a Likert scale (1-5).

Along with individual decision recording, students conducted a post-decision group …

Developing Teen Health Information Literacy, Sharon A. Weiner, David Walker, Kathryn Dilworth, Lalatendu Acharya, Lisa Kirkham, Bethany Mc, Laura Henzl

Libraries Faculty and Staff Presentations

This presentation discusses a health information literacy project for teens that was a collaboration between librarians and experts in health communications and school administration. They co-developed and co-taught a required high school health course in Spring 2016 using student-centered active learning techniques. The course project was a “Teen Health” website developed by the students.

Why This Flip Wasn't A Flop: What The Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco, Troy Cary

IMPACT Publications

This paper details the conversion of a large, required Civil Engineering fluid mechanics course into a more student-centered, active learning-oriented course through the flipping of one lecture per week. In the flipped class, students collaboratively solve homework problems in groups while receiving “expert” feedback from instructors and TAs. To offset the lost lectures, some course material that has been delivered in traditional lectures has been placed online in the form of short videos and textbook readings, with low-stakes quizzes for assessment.

Student learning gains were quantitatively assessed by comparing quiz and final exam scores for three semesters (1 pre-flip and …

Preparing Today’S Learners: The Role Of Information Literacy In The Adoption Of Innovative Pedagogies, Clarence Maybee

Libraries Faculty and Staff Presentations

This presentation was given at the University of Southern Queensland in Toowoomba, Australia on April 20, 2015 as part of the Salon Series.

The presentation described how Purdue University supports teachers developing new classroom experiences through an educational initiative called Instruction Matters: Purdue Academic Course Transformation (IMPACT), which draws together expertise from areas of specialization throughout the campus to support course transformation. Drawing from four years of IMPACT programming and related research, two beneficial aspects of Purdue’s approach to this work were discussed in the presentation:

• The creation of productive partnerships between teachers, instructional designers, instructional technologists and librarians, whose …

Active Learning In The Flipped/Blended Class, Wei Zakharov, Chris Mong, Akesha Horton

Teaching and Learning Technologies Presentations

The presentation covers strategies on preparation, delivery and assessment of active learning in the flipped/blended classes. In addition, tools for materials creation, delivery and learning assessment are also discussed.

Participatory Design Of Purdue University’S Active Learning Center Final Report, Nancy Fried Foster, Teresa Balser, Rae Lynn Boes, Dianna Deputy, William Ferrall, Michael Fosmire, Jeremy R. Garritano, Amanda Gill, Vicki Killion, Monica Kirkwood, Clarence Maybee, Kristen Twardowski, Jane Yatcilla, Tao Zhang

Libraries Reports

Purdue University’s commitment to active learning requires facilities that support small-­‐group work, peer learning, the use of technology, and other classroom innovations. The Active Learning Center is intended to provide classroom space combined seamlessly with library space to meet these needs. Members of the Libraries faculty and staff conducted a series of information-­‐gathering activities to gain insight into the range of activities, work practices and preferences that the new building must support. It is our hope that the building will indeed support these activities, serve as a centrally located, flagship building for Purdue University, and support and inspire learning for …

Librarians With Impact: Contributing To Campus-Wide Learning Space And Course Redesign Transformations, Clarence Maybee, Tomalee Doan, Jeremy Garritano

Libraries Faculty and Staff Presentations

Presentation at the Association of College and Research Libraries (ACRL) Conference, 2013 concerning the Purdue Libraries involvement in IM:PACT (Instruction Matters: Purdue Academic Course Transformation), an initiative to redesign foundational courses at Purdue based on established best practices to improve student success.

Making An Im:Pact By Partnering With Faculty, Donalee Attardo, Pat Reid

IMPACT Presentations

IM:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams comprising staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. This presentation explored how to begin a similar program at their own institution. Presented at the …

A Faculty-Focused Course Design/Redesign Process, Pat Reid

IMPACT Presentations

As a part of the IMPACT (Instruction Matters: Purdue Academic Course Transformation) project, faculty attend weekly developmental workshops. As these have become progressively more focused and interactive, we realized that many faculty members have little to no education in sound course design. As a result, a faculty-focused, backward design process was developed that offers a flexible, step-by-step model. The model provides both practical and theoretical background at each step, links to articles, videos, websites, and more for faculty who wish to delve deeper. Presented at the EDUCASE Learning Initiative (ELI) 2013 Annual Meeting, Denver, Colorado.

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid

IMPACT Presentations

IM:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams composed of staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. This presentation explored how to begin a similar program at their own institutions. Presented at …

Making An Impact: Campus-Wide Collaboration For Course And Learning Space Transformation, Clarence Maybee, Tomalee Doan, Catherine Fraser Riehle

Libraries Faculty and Staff Scholarship and Research

At Purdue University, the Libraries participate in a provost-initiated, campus-wide course redesign program called Instruction Matters: Purdue Academic Course Transformation (IMPACT). This initiative aims to bring active-learning to foundational courses traditionally taught through lectures. Purdue librarians recognized the IMPACT initiative as one way to enter the conversations blooming on our campus about the nature of learning, curriculum design, and how space design impacts potential learning. This article presents three perspectives: 1) the information literacy coordinator, 2) a libraries’ administrator with a gift for space planning, and 3) an in-the-trenches liaison to course redesign projects. Each discusses the IMPACT initiative from …