7/29/2019 Making an IM:PACT by Partnering with Faculty (166229687)

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Donalee Attardo, PhD

Pat Reid, EdD

Teaching & Learning 

Technologies

Information Technology at 

Purdue (ITaP)

INSTRUCTION

MATTERS:

PURDUEACADEMIC

COURSE

TRANSFORMATION

March 18, 2013

MAKING AN IM:PACT

BY PARTNERING

WITH FACULTY 

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IM:PACT BACKGOUND AND MISSION

The overarching goal of IMPACT is to

transform large enrollment foundational 

courses in order to achieve a more

student centered learning environment through active and collaborative

learning as well as other student 

centered teaching and learning 

 practices and technologies.

”

“ 

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IM:PACT 2010 - 2013

•  63 courses, mostlylower-level, large-enrollmentcourses

•  10 of 11 collegesrepresented

•  68 faculty

•  25,000 students

0

5,000

10,000

15,000

20,000

25,000

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IM:PACT 2010 - 2013

Financial Support:

Provost’s Office, PurdueExtended Campus

Support Staff 

contribution: CIE,Libraries, and ITaP

Assessment Resources:DLRC, CIE, ITaP, andProvost’s Office

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Redesigned

Course

FLCcohort

community

IMPACTsupportteam

Weeklyparcipaon

inFLCsessions

Courseredesignplan

Emphasisonlearning

outcomesandassessment

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Teachers need to integrate technology

seamlessly into the curriculum instead of 

viewing it as an add-on, an afterthought, or anevent. – Heidi-Hayes Jacobs

• 

Teaching & Learning Initiatives team: 8 staff •  Purdue-developed Studio Suite

•  Technology interwoven through FLC sessions –

model what we preach

THE ROLE OF TECHNOLOGY 

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Faculty learn about active and collaborative learning

   P   h  o   t  o   b  y   l  a  u  n  o   2   0   1   0

Design activities for a student-

centered learning environment

Outcomes: student engagement,confidence, and increases in specificlearning outcomes and higher-ordercritical thinking

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FacultyLearning

Communies

Supportwith

campus-wide

resources

Bestpracces

andsound

research

Shareresults,

reflect,

renew

OUR SPRING CURRICULUM

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OUR SPRING CURRICULUM

IM:PACT COURSE DESIGN MODEL

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FLCWorkshopfocus Technology

Chickering&Gamson’s7principles/technology

overview,Buildingcommunity/IntrotoCourse

Design

Techoverview.IntrotoBB9,TPACK

LearnerCharacteristics Qualtrics

OutcomesandObjectives CourseEval,BBdiscussion

CoreCurriculumandIMPACTCourses Passport

Modelsforcourseredesign BbLearnShowcasecourse,Kaltura

EvaluatingStudentPerformance(2sessions) CourseEval,iClicker,BBassessments,

DoubleTakeandGradient(Studioapps),

IDP,Respondus

InformationLiteracy Confluence,Searchtechniques

Activelearningtechniques&team-based,cased-

based,andproblem-basedlearning

AdobeAcrobatConnect,Hotseat,

Mixable(Studioapps)

Tying“IdentifyandTeach”toObjectives–Obj

mappingtolessons,lessonplanning

Passport(Studioapp)

Howtoeffectivelymanagestudentteams(writing

grouppapers,forexample)

BbLearnWiki(groups)

Scholarshipofteaching&learning Blogs

TheReflectiveInstructor/LessonsLearned Journal,BbLearnWiki

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Tim NewbyEDCI 270

Larry NiesCE 355

Ellen GundlachSTAT113 

 Tim is using a

combination of case-based projects and

technology in a unique

way. •  groups develop lesson

plans for a teacher in a

foreign country•  teacher is interviewed

via Skype.

•  Online lectures• 

Online homework,

•  Mixable discussion

assignments•  "flipped“ class

discussion/ active

learning sections •  Peer-to-peer

learning and better

conversations with

the instructor.

Gaining a global

perspective andimproving student’s

information literacy

skills are goals for this

course. •   Teamed PBL•  Educational game

play•  Research writing & 

reflective writing•  https://www.itap.purdue.edu/newsroom/detail.cfm?

NewsId=2767

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•  hybrid course • 

technology topromote active

learning, problem-

solving, and online

collaboration. •  use Adobe Connect

for group

presentations, and

work on problem-

solving during class

•  pre-lecture videos

that contain quizquestions with

feedback to •   just-in-time-teaching

based on responses •  iClickers. •  moving towards a

“studio model” similar

to SCALE-UP.

•   Traditional

lecturessupplemented

with videos of 

working out

problems•  hands-on project

where students

practical

application of core

principles

Karen ChangNUR 223 

 Andy HirschPHYS 172

Mark FrenchMET 213 

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Q

 ASSESSMENT RESULTS SO FAR

Inacomparisonofconcurrent

IMPACTandtradionalsecons

eightofthenine2011redesigned

coursesdemonstratedan

increasedcourseGPA,andseven

demonstratedthehighestcourse

gradesin4years(FromIMPACT

AnnualReport,2012)

Reten5onratesofcoursesinfirstredesigncohort(9courses):

• 

coursesshowincreasesintheirratesoverme•  6coursesshowincreasesfromfall2010

•  courseshaveshowntheirhighestretenon+graduaonrates

overthelast4years.

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Q

 ASSESSMENT RESULTS SO FAR

StudentsinIMPACTcourses,showsignificantgainsincompetenceandconfidence

(loweringofself-doubt)overthecourseofthesemester.

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Q

 ASSESSMENT RESULTS SO FAR

StudentsincoursestaughtintheFall2012(N=492),reportedthelearning

environmentassignificantlymoreengagingandstudentcentered(autonomy

supporve).

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Variety of assessment methods 

 ASSESSMENT PLAN

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Innovavespaces

AssessmentRevisions

DesignModel

SLAs

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Getting the bang for our buck

Supporting faculty after redesign

Focus on continuous improvement

Courses we can’t get in the door

Support staff with other duties

 Accommodating new course paradigmsinstitutionally 

CHALLENGES

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Capacity:72

Capacity:90

Capacity:117

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Classroom

FLCeffecveness

Faculty

StudentSuccess

 ASSESSMENT PLAN

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www.purdue.edu/ 

impact

7/29/2019 Making an IM:PACT by Partnering with Faculty (166229687)

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DonaleeAYardo

daYardo@purdue.edu

PatReid

patreid@purdue.edu