Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University's IMPACT Program. Occasional Paper #38

Autor/inn/en	Levesque-Bristol, Chantal; Flierl, Michael; Zywicki, Craig; Parker, Loran Carleton; Connor, Cody; Guberman, Daniel; Nelson, David; Maybee, Clarence; Bonem, Emily; FitzSimmons, Jason; Lott, Erica
Institution	National Institute for Learning Outcomes Assessment
Titel	Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University's IMPACT Program. Occasional Paper #38
Quelle	(2019), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Centered Learning; Evidence Based Practice; College Instruction; School Culture; Research Universities; Educational Change; Faculty Development; College Faculty; Curriculum Development; Personal Autonomy; Self Determination; Learner Engagement; Outcomes of Education; Undergraduate Students; Program Effectiveness; College Curriculum; Communities of Practice; Indiana + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschullehre; Schulkultur; Schulleben; Forschungseinrichtung; Bildungsreform; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Individuelle Autonomie; Selbstbestimmung; Lernleistung; Schulerfolg; Community
Abstract	How does a large research university establish a culture supporting student-centered evidence-based teaching? In this paper, we describe Purdue University's "Instruction Matters: Purdue Academic Course Transformation" (IMPACT) which has involved 321 instructors and 529 courses. Of every first-time undergraduate student, who first enrolled at Purdue West Lafayette in fall 2011 to summer 2018, 95.1% of them enrolled in at least one IMPACT course in any academic period during that time. We describe the history and evolution of the program, from its roots in National Center for Academic Transformation (NCAT) models and Faculty Learning Communities to an innovative adaptation of Self-Determination Theory principles. The program aims to maximize autonomy support for instructors, as they design classes to meet their instructional goals and student needs. IMPACT uses assessment on multiple levels: What should we examine in addition to grades to document achievement of learning outcomes in individual courses? How do we measure the learning climate and student engagement in a class? Most important, how does a faculty development program focused on course redesign lead to meaningful and lasting institutional change? In telling this story including lessons learned, readers will discover ways to enhance and evaluate their own faculty development programs to effect evidence-based and teaching-centric culture changes on their own campuses. [Foreword by George D. Kuh.] (As Provided).
Anmerkungen	National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01