Teacher Education and Professional Development Commons^™

Engineering Faculty Views Of Teaching Quality, Accreditation, And Institutional Climate And How They Influence Teaching Practices, Jacqueline C. Mcneil

Open Access Dissertations

There is wide agreement that teaching quality matters in higher education, but faculty have varied ideas about the definition of quality. This dissertation examined data from a survey administered in 1997, 1999, and 2002 at institutions of the Southeastern University and College Coalition for Engineering Education (SUCCEED) supplemented by a survey administered more recently to a subset of those institutions and two additional institutions. All participating institutions are large public universities. The data collected included faculty teaching practices and three influences on those practices—the faculty member’s definition of quality teaching, their perspective on ABET accreditation processes, and the climate for …

Learning Commons And Transitions To College And Workplace, Sharon A. Weiner

Libraries Faculty and Staff Presentations

This presentation was given at the Wabash Valley Regional Library Meeting on September 30, 2014 at the Wabash Regional Education Center, West Lafayette, IN. It discusses the concept of learning commons, or spaces outside of the formal classroom setting that are conducive to learning; and the transitions of students to college and the workplace through information and libraries.

America's Missing Link: Educational Reform And Workforce Development, Sharon A. Weiner, Lana W. Jackman, Glen Warren

Libraries Faculty and Staff Presentations

This presentation was given at a White House meeting about the potential role of information literacy in Michelle Obama's Reach Higher initiative on June 18, 2014.

Impact: Customized Faculty Development For Learner-Centered Course Redesign, Donalee Attardo

Teaching and Learning Technologies Presentations

IMPACT at Purdue University works with instructors to redesign large-enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student success. IMPACT faculty are guided through a semester-long "course" of FLC (Faculty Learning Community) sessions based on IMPACT's design model. Faculty also work with a small support team that provides guidance and expertise in the areas of educational technology, instructional design, information literacy, and learning assessment. Year-three program and course assessment measures and results will be discussed.

Outcomes: Discuss IMPACT's program of support …

Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Part 2, Impact Management Team, Impact Assessment Team

IMPACT Reports

This is an annual report of Instruction Matters: Purdue Academic Course Transformation (IMPACT). IMPACT was created in 2010, and is a large collaborative initiative on the Purdue West Lafayette campus involving multiple key partners across campus including the Office of the Provost, Center for Instructional Excellence (CIE), Information Technologies at Purdue (ITaP), Purdue Libraries, the Discovery Learning Research Center (DLRC), and Purdue Extended Campus (PEC). IMPACT works with instructors to redesign large enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student …