Annual IMPACT report 2017: A report by the IMPACT data collection and analysis team

This is the 2017 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 Evaluation and Learning Research Center (ELRC), and Digital Education. 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 success

Annual IMPACT Report 2014: A report by the IMPACT Data Collection and Analysis Team, Executive Summary

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 success

Annual IMPACT Report 2016: A report by the IMPACT Data Collection and Analysis Team

This is the 2016 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 Digital Education. 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 success

Identifying key needs for the integration of social‐ecological outcomes in arctic wildlife monitoring

For effective monitoring in social‐ecological systems to meet needs for biodiversity, science, and humans, desired outcomes must be clearly defined and routes from direct to derived outcomes understood. The Arctic is undergoing rapid climatic, ecological, social, and economic changes and requires effective wildlife monitoring to meet diverse stakeholder needs. To identify stakeholder priorities concerning desired outcomes of arctic wildlife monitoring, we conducted in‐depth interviews with 29 arctic scientists, policy and decision makers, and representatives of Indigenous organizations and NGOs. Using qualitative content analysis, we identified and defined desired outcomes and documented links between outcomes. Using network analysis, we investigated the structure of perceived links between desired outcomes. We identified 18 desired outcomes from monitoring and classified them as either driven by monitoring information, monitoring process, or a combination of both. Highly cited outcomes were make decisions, conserve, detect change, disseminate, and secure food. These reflect key foci of arctic monitoring. Infrequently cited outcomes (e.g., govern) were emerging themes. Three modules comprised our outcome network. The modularity highlighted the low strength of perceived links between outcomes that were information driven or primarily information driven (e.g., detect change, make decisions, conserve or secure food) and process driven and derived outcomes (e.g., cooperate, learn, educate). The outcomes expand monitoring community and disseminate created connections between these modules. We identified key desired outcomes from monitoring that are widely applicable to social‐ecological systems within and outside the Arctic, particularly those with wildlife subsistence economies. Attributes and motivations associated with outcomes can guide future development of integrated monitoring goals for biodiversity conservation and human needs. Our results demonstrate the disconnect between information and process driven goals and how expanding the monitoring community and better integrating monitoring stakeholders will help connect information derived and process derived outcomes for effective ecosystem stewardship

Annual IMPACT Report 2013: A report by the IMPACT Data Collection and Analysis Team

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 success

Annual IMPACT report 2022: A report by the IMPACT evaluation team

This is the 2022 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), 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 environment, with the expectation that this will improve student success

Application of Landsat-7 satellite data and a DEM for the quantification of thermokarst-affected terrain types in the periglacial Lena-Anabar coastal lowland

Extensive parts of Arctic permafrost-dominated lowlands were affected by large-scale permafrost degradation, mainly through Holocene thermokarst activity. The effect of thermokarst is nowadays observed in most periglacial lowlands of the Arctic. Since permafrost degradation is a consequence as well as a signifi cant factor of global climate change, it is necessary to develop effi cient methods for the quantifi cation of its past and current magnitude. We developed a procedure for the quantifi cation of periglacial lowland terrain types with a focus on degradation features and applied it to the Cape Mamontov Klyk area in the western Laptev Sea region. Our terrain classifi cation approach was based on a combination of geospatial datasets, including a supervised maximum likelihood classifi cation applied to Landsat-7 ETM+ data and digital elevation data. Thirteen fi nal terrain surface classes were extracted and subsequently characterized in terms of relevance to thermokarst and degradation of ice-rich deposits. 78 % of the investigated area was estimated to be affected by permafrost degradation. The overall classifi cation accuracy was 79 %. Thermokarst did not develop evenly on the coastal plain, as indicated by the increasingly dense coverage of thermokarst-related areas from south to north. This regionally focused procedure can be extended to other areas to provide the highly detailed periglacial terrain mapping capabilities currently lacking in global-scale permafrost datasets