IMPACT is committed to the transformation of courses at Purdue by integrating a student-centered approach informed by research to enhance student learning, competence, and confidence. IMPACT is provided through the collaborative efforts of the Center of Instructional Excellence (CIE), Information Technology at Purdue (ITaP), University Libraries, Discovery Learning Resource Center (DLRC), and Extended Campus. More information about the IMPACT initiative is available on the IMPACT website.
The IMPACT Publications series contains scholarship related to IMPACT authored by Purdue faculty and staff and published in the form of journal articles, book chapters, books, and conference proceedings.
Submissions from 2024
A Response to OpenAI's Student Guide to Writing with ChatGPT, David Nelson
Submissions from 2020
Training the trainer to embed IL into curricula: Results from an action research project, Michael Flierl, Rachel Fundator, Jason Reed, Bethany McGowan, Chao Cai, and Clarence Maybee
Submissions from 2019
Academic librarians’ experiences as faculty developers: A phenomenographic study, Michael Flierl, Clarence Maybee, and Rachel Fundator
Academic librarians as informed learning developers, Rachel Fundator and Clarence Maybee
Submissions from 2017
The Effect of Relevance Strategies on Student Perceptions of Introductory Courses, Heather N. Fedesco, Ashley Kentner, and Jane Natt
Engineering Technology vs. Engineering Students: Differences in Perception and Understanding, Anne M. Lucietto, Jennifer D. Moss, Eddy Efendy, and R. Mark French
Examining Engineering Technology Students: How They Perceive and Order Their Thoughts, Anne M. Lucietto, Jennifer Drapinski Moss, and Mark French
Submissions from 2016
Why this Flip Wasn't a Flop: What the Numbers Don't Tell You About Flipped Classes, Heather Noel Fedesco and Troy Cary
Information literacy in the active learning classroom, Clarence Maybee, Tomalee Doan, and Michael Flierl
Motivating learners through information literacy, Clarence Maybee and Michael Flierl
Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention, Nathan Mentzer, Dawn Laux, Angelika Zissimopoulos, and K. Andrew R. Richards
Student See Versus Student Do: A Comparative Study of Two Online Tutorials, Ilana Stonebraker, M Brooke Robertshaw, and Jennifer D. Moss
Submissions from 2015
Statistical Literacy Social Media Project for the Masses, Ellen Gundlach, Clarence Maybee, and Kevin O'Shea
Flipping the Classroom to Teach Population Health: Increasing the Relevance., Vicki Simpson and Elizabeth Richards
Submissions from 2014
Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses, Rebecca R. Essig, Cary David Troy, Brent K. Jesiek, Josh Boyd, and Natascha Michele Trellinger
Factors of Group Design Decision Making, Andrew Jackson, Nathan Mentzer, and Angelika N. Zissimopoulos
Examining the Connection between Classroom Technology and Student Engagement, R.C. Morris and Loran Carleton Parker
Development of a Student Self-Reported Instrument to Assess Course Reform, R.C. Morris, Loran Carleton Parker, David Nelson, Matthew D. Pistilli, Adam Hagen, Chantal Levesque-Bristol, and Gabriela Weaver
Bring Your Own Device in the Information Literacy Classroom, Ilana Stonebraker, M Brooke Robertshaw, Hal Kirkwood, and Mary Dugan
Submissions from 2013
Making an IMPACT: Campus-wide collaboration for course and learning space transformation, Clarence Maybee, Tomalee Doan, and Catherine Fraser Riehle
Designing the Wheel: Built-in Instructional Technology, Pat Reid and Donalee Attardo