In response to national concerns a decade ago, driven by research
that showed that higher education was making little impact on
students' development of broad competencies and critical thinking,
the provost and president of Purdue University, a research
university, instituted a program whose goals were to build on the
accumulated knowledge on effective teaching to facilitate student
learning, improve outcomes, and change the institutional culture
around teaching and learning - objectives to which many
institutions aspire, but which few consistently attain, or attain
at scale. This book describes the development of Purdue's IMPACT
program (Instruction Matters: Purdue Academic Course
Transformation), from its tentative beginning, when it struggled to
recruit 35 faculty fellows, to the present, when 350 have been
enrolled and the university has more applications than it can
currently handle. Overall, more than 600 courses have been
impacted, many of which have seen significantly reduced DFW rates.
Chantal Levesque-Bristol, whose Center for Instructional Excellence
is part of an institutional team that comprises the Provost's
Office, Teaching and Learning Technologies Unit, Institutional
Assessment, the Purdue University Library and School of Information
Studies, and the Evaluation and Learning Research Center, describes
the evolution of IMPACT, lessons learned, and the central tenets
that have led to its success. The purpose of this book is not only
to describe the program, but also to highlight the importance and
implications of the underlying motivational theoretical framework
guiding the initiative. Having started as a course redesign program
that faltered in achieving its objectives, the breakthrough came
with the introduction of the fundamental motivational principles of
self-determination theory (SDT) followed by the applications of
these principles to the research in higher education leadership and
pedagogy. Giving faculty fellows the autonomy to build on their
disciplinary expertise, pursue their interests and predilections,
within a guided framework, and leveraging interactions with
colleagues through FLCs, stimulated faculty fellows' motivation and
creativity. This book describes the core and structure of the
IMPACT program, presents details of faculty learning curriculum,
explains how the focus on SDT principles shaped the program's
evolution and transformation from a course redesign to a
professional faculty development program, and covers the
considerations behind the formation of faculty fellow IMPACT teams.
A concluding chapter addresses how the IMPACT program, having
helped faculty pivot to emergency remote teaching when the campus
closed owing to the COVID-19 pandemic, is being modified so it can
be successfully sustained online if circumstances require, or as a
means to expand its reach in the future. While the principles
behind this initiative will be of compelling interest to its
primary audience of faculty developers, several chapters will have
appeal to instructors and administrators.
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