Student-Centered Pedagogy and Course Transformation at Scale: Facilitating Faculty Agency to Impact Institutional Change

ISBN-13: 9781642671001 / Angielski / Twarda / 2021 / 252 str.

Chantal Levesque-Bristol

Opis

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.

Recenzje

From the Foreword:

“Espousing the value of deep, relevant student learning and effective teaching is one thing. Creating the institutional conditions that encourage and reward the use of promising approaches to scale and sustain such work is quite another. This is what sets Purdue University’s ‘Instruction Matters: Purdue Academic Course Transformation’ (IMPACT) apart from many well-designed faculty development and institutional improvement efforts.

Effective professional development programs do not just happen. Considerable planning and expertise are required to determine what instructional staff ‘need’ (as distinguished from what they may ‘want’) to improve their performance. But poor implementation can derail the best devised plans. The planning, implementation activities, and perceived benefits must be relevant and meaningful to sustain the interest and participation by university faculty who are highly autonomous skilled professionals. In these regards, there is much to learn from IMPACT and this book about how to successfully deliver timely, substantive high quality professional development experiences to a particularly discerning audience.”

George D. Kuh, Chancellor’s Professor Emeritus of Higher Education

Indiana University

“John Thibaut was Kurt Lewin’s last student and talked of walking along the Charles with him. He was my advisor. It’s great to read a book so grounded in Lewin’s maxim that there’s nothing so practical as a good theory.

Chantal Levesque-Bristol and her colleagues at Purdue University West Lafayette employed Self-Determination Theory (SDT) to operationalize environments for faculty and their students characterized by autonomy, competence, and relatedness. They designed, implemented, and assessed this powerful program of professional development entitled 'Instruction Matters: Purdue Academic Course Transformation' (IMPACT) to transform particular courses, which is proving transformational for the campus. Levesque-Bristol and her colleagues have clearly put an important theoretical approach to work in supporting student learning and achievement. Equally powerfully, she reports how she and her colleagues modified the program for Emergency Remote Teaching (ERT) in response to the pandemic, and the success of that program in continuing support to faculty and thus students through very difficult times. This raises interesting long term possibilities for remote faculty development.”

Scott Evenbeck, Founding President

Guttman Community College, and Founding Dean and Professor Emeritus at IUPUI

Spis treści

Foreword —George D. Kuh Preface Acknowledgments 1. Situating IMPACT 2. Understanding SDT 3. Application of SDT in Education 4. The Core, Content, Structure, and Evolution of IMPACT 5. Active Learning Strategies 6. Professional Development 7. Assessment. Documenting IMPACT’s Effectiveness 8. Learning Spaces 9. Institutional, Culture, and Organizational Change 10. IMPACT and the COVID-19 Pandemic. Implications for Faculty Development Appendix A. Faculty Learning Community Syllabus Appendix B. IMPACT Service-Level Agreement Appendix C. IMPACT Survey Appendix D. Informed Learning Scale References About the Author Index

O autorze

Chantal Levesque-Bristol is the Executive Director of Center for Instructional Excellence and professor of Educational Psychology at Purdue University. She received her doctorate in Social Psychology from the University of Ottawa. Her primary areas of interests are teaching and learning, motivation, educational psychology, faculty development, and institutional change. She is the Principal Investigator on a First in the World Grant from the Department of Education.

George D. Kuh is Chancellor's Professor of Higher Education Emeritus at Indiana University and adjunct research professor of education policy at the University of Illinois.