Higher Education and Teaching Commons^™

Academic Development As Mentoring In Online Education: Perspectives From Australia., Bopelo Boitshwarelo Dr, Claire Aitchison Dr

International Journal of Teaching and Learning in Higher Education

In recent years, Australian universities have intensified efforts to respond to the growing demand for remote and online study. This shift has underscored the need for academics who are appropriately prepared to design, develop, deliver, and evaluate high-quality online courses. Mentoring represents a key practice that can support the development of such expertise. However, formalized and well-established mentoring practices are not consistently present across Australian higher education institutions. In contrast, most universities maintain academic development units tasked with enhancing teaching capacity, particularly in relation to online learning. This paper conceptualizes aspects of academic development practice as a form of mentoring. …

Zooming Into Success: Collaborative Virtual Spaces For Dissertation Research And Pedagogy In Higher Education, Stephanie L. Brooke

International Journal of Teaching and Learning in Higher Education

Dissertation students face numerous challenges, including narrowing down research topics, managing scholarly writing, and overcoming writer’s block. This article explores the creation and piloting of collaborative virtual spaces designed to support dissertation mentees in their academic journey. Through this project, three distinct virtual spaces emerged, each addressing specific student needs: emotional support, academic writing, and research alignment. The development of these spaces was influenced by theory as well as workplace cultural initiatives in an online program for dissertation mentoring. Creating these collaborative virtual spaces based on student needs led to transformative best practices in virtual learning environments. This method provides …

Fostering Psychological Ownership And Self-Authorship In Higher Education: Pathways To Student Engagement, Growth And Knowledge Creation, Noora Heino, Markku Ikävalko, Anssi Tarkiainen, Terhi Virkki-Hatakka

International Journal of Teaching and Learning in Higher Education

This study explores the intersection of psychological ownership (PO) and self-authorship (SA) in the context of university students’ project-based learning. It examines how students develop a sense of ownership over their course projects, ideas, and knowledge they create, and how this engagement shapes their learning, identity, and sense of self. The findings highlight the role of control and perceived idea quality in fostering psychological ownership, as well as the importance of intimate knowledge and perceived object quality in supporting self-authorship. The study underscores that when students feel connected to their ideas, their motivation, persistence, and engagement increase, especially in creativity-driven …

Impact Flc Report Spring 2025: A Report By The Impact Evaluation Team, Evaluation And Learning Research Center, Impact Evaluation Team

IMPACT Reports

This is the 2025 Spring report of Instruction Matters: Purdue Academic Course Transformation (IMPACT) Week. 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), Purdue Online (PO), Purdue Libraries and School of Information Studies (Libraries), the Evaluation and Learning Research Center (ELRC), and Institutional Data Analytics and Assessment (IDA+A). 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 …

Teaching Disciplinary Ways Of Knowing Using Stem In Afnr, Elizabeth E. Ogar, Neil A. Knobloch, Hui-Hui Wang

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This study explores the integration of STEM in Agriculture, Food, and Natural Resources (AFNR) education through a course designed to teach disciplinary ways of knowing such as scientific inquiry, engineering design, mathematical modeling, and agroecosystem thinking. The course prepares upper-level undergraduate and graduate students to design and implement STEM-integrated mini-units in both formal and nonformal settings. Emphasizing interdisciplinary approaches and real-world applications, the course encourages critical thinking and problem-solving in addressing global challenges like food security and sustainability. The outcomes include enhanced pedagogical skills, real-world STEM application, and increased student engagement, preparing learners for careers in STEM-related fields.

Impact Flc Report Fall 2025: A Report By The Impact Evaluation Team, Evaluation And Learning Research Center, Impact Evaluation Team

IMPACT Reports

This is the 2025 Fall report of Instruction Matters: Purdue Academic Course Transformation (IMPACT) Week. 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), Purdue Online (PO), Purdue Libraries and School of Information Studies (Libraries), the Evaluation and Learning Research Center (ELRC), and Institutional Data Analytics and Assessment (IDA+A). 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 …

Engineering Faculty Perceptions Of Participating In A Sotl Professional Development Intervention, Rhea Dutta

The Journal of Purdue Undergraduate Research

No abstract provided.

A Response To Openai's Student Guide To Writing With Chatgpt, David Nelson

IMPACT Publications

ChatGPT turned two years old and it’s not an anniversary many of us in education want to celebrate. ChatGPT has over 250 million weekly users, many of them students. OpenAI’s indifference to releasing an app that students used to offload learning is astonishing, but not unsurprising, considering Sam Altman’s thoughts about the state of higher education months before the public release of ChatGPT:

For the past two years, OpenAI’s grand public experiment included no guidance for educators. Early in November they finally released a student’s guide to writing with ChatGPT. The guest post below from Dave Nelson offers one …

Teaching And Learning In Stem With Computation, Modeling, And Simulation Practices, Alejandra J. Magana

Purdue University Press Books

Computation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling …

Impact Semester Report Fall 2023: A Report By The Impact Evaluation Team, Impact Management Team, Impact Management Team Impact Evaluation Team

IMPACT Reports

This is the 2023 fall semester 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), Purdue Online (PO), Purdue Libraries and School of Information Studies (Libraries), the Evaluation and Learning Research Center (ELRC), and Institutional Data Analytics and Assessment (IDA+A). 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 …

Dismantling Institutional Whiteness: Emerging Forms Of Leadership In Higher Education, M. Cristina Alcalde, Mangala Subramaniam

Navigating Careers in Higher Education Series

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?

Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal …

Recursive Reflective Reports: Embedded Assessment In Pbl Courses For Second Language Teacher Education, Cynthia A. Caswell

Interdisciplinary Journal of Problem-Based Learning

This conceptual article begins with a general definition of reflection and the soft skills of PBL: collaboration, agency, and metacognition. Then it presents theoretical frameworks for reflection from second language teacher education (SLTE) (Farrell, 2015; Pennington & Richards, 2016) and illustrates six types of reflection with examples from the field of SLTE. The article features a reflective self- and peer-assessment instrument, utilized in a graduate SLTE program. The standard yet flexible template of the reflective teaching report (RTR) allows these teacher educators to interact with their students’ development in the soft skills and the content of the SLTE knowledge base. …

From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh

Journal of Southeast Asian American Education and Advancement

The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.

Student Success And Retention From The Perspectives Of Engineering Students And Faculty, Amy Chan-Hilton

ASEE IL-IN Section Conference

Student retention and success is a complex issue, with many factors that impact an individual student’s retention and these factors varying across all of our students. At the University of Southern Indiana (USI), efforts within engineering, as well as across the college and university, have included intentional academic support services (such as expanded advising and tutoring services) and student development programs and extracurricular activities to foster student communities and a student’s sense of belonging. In addition, evidence indicates that implementing curricular changes across an engineering program and within specific courses, such as implementing active learning, instructional innovations, and high-impact practices, …

An Expert Instructor’S Use Of Social Congruence, Cognitive Congruence, And Expertise In An Online Case-Based Instructional Design Course, Sunnie Lee Watson, Adrie A. Koehler, Peggy Ertmer, Woori Kim, Rudy Rico

Interdisciplinary Journal of Problem-Based Learning

Promoting and sustaining effective discussion—that which contributes to learning—is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL) approach. Discussion posts, as well as interview data, were analyzed and coded to explore how the instructor utilized three strategies noted as being critical to students’ learning during problem-centered discussions: social congruence, cognitive congruence, and content expertise (Schmidt & Moust, 1995; Yew & Yong, 2014). Results showed that facilitation choices were made with …

Call For Special Issue Proposals, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

IJPBL is seeking proposals for upcoming special issues in 2018 and 2019.

A Model Of The Use Of Evolutionary Trees (Muet) To Inform K-14 Biology Education, Yi Kong, Ankita Thawani, Trevor R. Anderson, Nancy Pelaez

PIBERG Publications

Evolutionary trees are powerful tools used in modern biological research, and also commonly used in textbooks and classroom instruction. Studies have shown that K-14 students have difficulties interpreting evolutionary trees. To improve student learning about this topic, it is essential to teach them how to understand and use trees like professional biologists. Unfortunately, few currently used teaching frameworks for evolution instruction are designed for this purpose. In this study we developed the Model of the Use of Evolutionary Trees (MUET), a conceptual model that characterizes how evolutionary trees were used by professional biologists as represented in their research publications. The …

Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell

Interdisciplinary Journal of Problem-Based Learning

This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors …

Airline Pilot Supply In The Us: Factors Influencing The Collegiate Pilot Pipeline, Rebecca Lutte, Kent Lovelace

Journal of Aviation Technology and Engineering

In the era following the First Officer Qualification (FOQ) rule change, regional airlines are struggling to meet hiring needs. Prior to the rule change, pilots were willing to fly for regional airlines at low pay as a stepping-stone to a career at major airlines. Since the rule change, higher minimum qualifications requiring a greater investment for aspiring pilots appear to have impacted the appeal of this career path. This study explores that claim with the purpose of understanding the impact of the FOQ rule change on the career aspirations of collegiate aviation flight students and examining student perceptions of the …

Making An Impact: Empowering Student Via Information Use, Michael Flierl

IMPACT Presentations

Presentation on Purdue's IMPACT program for the First Nations Knowledge Services without Borders Institute gathering at Maskwacis, Alberta in April, 2016.

Making An Impact: Transforming Academic Courses Through Student-Centered Teaching, Clarence Maybee

Libraries Faculty and Staff Presentations

Describing how the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program supports multiple educational initiatives, including informed learning, this keynote presentation was given on April 21, 2016 as part of the Visiting Scholar Lecture Series hosted by the University of Nebraska, Lincoln.

Common Conversations About Teaching And Learning: Making An Impact, Clarence Maybee, Catherine Fraser Riehle, Michael Flierl

Libraries Faculty and Staff Presentations

This panel discussed the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program from three perspectives: 1) IMPACT Management team member gauging campus-wide involvement, developer of lessons for the weekly faculty learning community meetings, and a leader of an IMPACT team comprised of three Purdue instructors and members from Purdue Libraries, Center for Instructional Excellence, and Information Technology at Purdue. The panel presentation was given on April 21, 2016 as part of the Visiting Scholar Lecture Series hosted by the University of Nebraska, Lincoln.

Problem-Based Learning As A Model For The Interior Design Classroom: Bridging The Skills Divide Between Academia And Practice, Gregory Galford, Susan Hawkins, Mark Hertweck

Interdisciplinary Journal of Problem-Based Learning

The addition of problem-based learning (PBL) pedagogy to studio-based learning (SBL) environments may help bridge the divide between traditional design education and initial postgraduate jobs. This paper demonstrates how one instructor adapted a PBL model to the interior design studio, including planning, execution, and evaluation. The relationship between PBL and SBL is explored. Two realistic design problems were created for use by interior design students who participated in PBL sessions. All of the groups adequately answered the client’s design programmatic needs. Students learned to perform as team members, including how to collaborate and compromise while working toward an effective design …

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 …

A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai

Interdisciplinary Journal of Problem-Based Learning

Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and …

Information Literacy In The “Pathway To Success”, Sharon A. Weiner

Libraries Faculty and Staff Presentations

This presentation explored how information literacy contributes to college student success. Examples of how other universities address information literacy illustrated practical and effective strategies. Finally, the speaker suggested ways that information literacy could support strategic initiatives at Indiana State.

Misalignments: Challenges In Cultivating Science Faculty With Education Specialties In Your Department, Seth D. Bush, Nancy Pelaez, James A. Rudd Ii, Michael T. Stevens, Kimberly D. Tanner, Kathy S. Williams

PIBERG Publications

Science Faculty with Education Specialties (SFES) are increasingly being hired across the United States. However, little is known about the motivations for SFES hiring or the potential or actual impact of SFES. In the context of a recent national survey of US SFES, we investigated SFES perceptions about these issues. Strikingly, perceptions about reasons for hiring SFES were poorly aligned with perceptions about potential and actual contributions reported by SFES themselves, and the advice they extended to beginning SFES was varied. While preparation of future teachers and departmental teaching needs were common reasons offered for SFES hiring, the potential and …

Passnote: A Feedback Tool For Improving Student Success Outcomes, Bethany A. Croton, James E. Willis Iii, Jason D. Fish

Teaching and Learning Technologies Publications

When Purdue University faculty asked for assistance in composing feedback messages to students, Information Technology at Purdue (ITaP) developed PassNote, a feedback tool that integrates good practice into the process of providing formative assessments. PassNote gives faculty customizable feedback prompts (snippets) and lets them connect students with information and links to services such as tutoring,Supplemental Instruction, library resources, technology tools, and workshops. PassNote "message starters" are often incomplete, allowing instructors to include course-specific information such as office hours and departmental resources.

Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Part 1, 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 …

Bring Your Own Device In The Information Literacy Classroom, Ilana Stonebraker, M Brooke Robertshaw, Hal Kirkwood, Mary Dugan

Libraries Faculty and Staff Scholarship and Research

In the 2013 school year, a team of librarians in the Parrish Library of Management and Economics at Purdue University taught a business information literacy course to approximately 500 management students in eight 70-person sessions. Due to limitations on a set of iPads borrowed from another department, one of two concurrent classes was taught with a set of iPads, while another had a Bring Your Own Device (BYOD) policy, where students brought their own laptops or iPads. Focus groups, observations of behavior, and final evaluations were utilized to evaluate the comparative perceived effectiveness of the two technology approaches. This paper …