Presentation on Purdue\u27s IMPACT program for the First Nations Knowledge Services without Borders Institute gathering at Maskwacis, Alberta in April, 2016

Flierl, Michael

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Purdue UniversityPurdue e-PubsIMPACT Presentations Instruction Matters: Purdue Academic CourseTransformation (IMPACT)4-2016Making an IMPACT: Empowering Student viaInformation UseMichael FlierlPurdue UniversityFollow this and additional works at: https://docs.lib.purdue.edu/impactpresPart of the Curriculum and Instruction Commons, Higher Education and Teaching Commons,and the Information Literacy CommonsThis document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu foradditional information.Recommended CitationFlierl, M. (2016, April). Making an IMPACT: Empowering students via Information Use [pdf document]. First Nations KnowledgeServices without Borders Institute, Maskwacis, Alberta.MAKING AN IMPACT: EMPOWERING STUDENTS VIA INFORMATION USEMichael Flierl – mflierl@purdue.eduAssistant Professor and Learning Design SpecialistPurdue UniversityOutline■ Overview■ Faculty Learning Communities (FLC)■ Theoretical Perspectives■ IMPACT CurriculumOVERVIEWGoal of IMPACT■ The overarching goal of IMPACT is to achieve a greater student-centered learning environment by incorporating active and collaborative learning as well as other student-centered teaching and learning practices and technologies into large enrollment foundational courses.http://goo.gl/Gb7Wtl2015 IMPACT Courses Spring Summer (Polytech) Fall AD 125 EDST 200 AT 362 AMST 101 GS100AD 225 ENGL 106 BCM 175 AT 144 HIST 103AGEC 203 ENTM 210 CGT 101 BCM 457 IT 450ANTH 205 HTM 499 CGT 118 CE222 ME 323CGT 226 MA New CourseCGT 141CE 474 MET 144CHE 435 MA 13X00 CNIT 176 CHM 370 MGMT 44429COM 100 MA 16020 CNIT 180 CSR 300 NUR 218COM 114 MCMP 204 ECET 120 CSR 404/590 NUR220COM 204 MET 162 MET 111 EAPS327 NUPH 494/495ECET 224 MET 245 TLI 111 ECE 305 OLS 346 ECET 229 PHIL 230/REL 230 ENGR 132 POL 101ECET 380 PHY 272 FNR 488 WGSS280FLC – FACULTY LEARNING COMMUNITIESFLC■ 13 weeks■ “Flipped”■ 3 Fellows + 3 Support staff/faculty form teamsDeliverables■ Research Question■ Learning Outcomes/Objectives■ Assessment mapTHEORETICAL PERSPECTIVESTheoretical Perspectives■ Informed Learning■ Self-Determination Theory■ Backwards Design■ Information ConsultingInformed Learning■ “The idea of informed learning comes from recognizing that information use and learning are close companions; in formal learning environments, discipline content and effective information use need to be learned together as interrelated phenomena.” (p. 4)Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.Informed Learning■ “Informed learning attends simultaneously to the content and context of learning (the discipline-focused outcomes) and to information use, including relevant professional and disciplinary practices.” (p. 4) Bruce, 2008.Self-Determination Theory■ Student perceptions of three psychological needs can strongly influence learning– autonomy– competence– relatednessRyan, R. M & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.Backwards Design■ Identify Desired Results■ Determine acceptable evidence■ Plan learning experiences/instructionWiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed). New York, NY: Pearson.Information Consulting■ Key characteristics of information consulting models for academic librarians:– Knowledge/abilities– Relationship building– Co-Developing and accomplishing goalsFrank, D., & Howell, E. (2003).  New relationships in academe: opportunities for vitality and relevance.  College and Research Libraries News, 64(1), 24-27.Frank, D., Raschke, G., Wood, J., & Yang, J. (2001). Information consulting: The key to success in academic libraries. Journal of Academic Librarianship, 27(1), 90-96. IMPACT CURRICULUMIMPACT CurriculumLEARNING OUTCOMESBlooms TaxonomyExample Learning Outcomes ■ Apply compound interest factors to establish economic equivalencies■ Use present worth analysis to evaluate alternatives■ Calculate a project’s discounted payback period■ Use annual worth analysis to evaluate alternatives■ Calculate a project’s breakeven rate of return■ Use rate of return to evaluate alternativesRevised LOs■ Apply compound interest factors to establish economic equivalencies■ Evaluate alternatives using various economic analysis methods■ Apply economic analysis concepts to personal finance situations■ Calculate tangible asset depreciation for book values and tax purposesASSESSMENT MAPLEARNING ACTIVITIESQUESTIONS?

Making an IMPACT: Empowering Student via Information Use

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Making an IMPACT: Empowering Student via Information Use

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