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‘IMPACT’ category

Purdue Libraries and School of Information Studies Faculty Members - IDSI Funding, Second RoundPurdue Libraries and School of Information Studies Faculty Members - IDSI Funding, Second RoundSeven Purdue University Libraries and School of Information (PULSIS) faculty members are part of three of five research teams to receive funding in Purdue University’s second round of research for the Integrative Data Science Initiative (IDSI).

According to the IDSI website, the vision for the initiative is “to be at the forefront of advancing data science-enabled research and education by tightly coupling theory, discovery, and applications while providing students with an integrated, data science-fluent campus ecosystem.”

The three research projects with PULSIS faculty members are also are led by PULSIS faculty as the principal investigators.

The PULSIS projects and researchers are as follows:

  • IMPACT Data Science Education: Preparing Undergraduates to Lead into the Future, Libraries and School of Information Studies and College of Science
    PI: Clarence Maybee, PULSIS; team members: Guang Lin, mathematics statistics and School of Mechanical Engineering; Wei Zakharov, PULSIS, Chao Cai, PULSIS; and Jason Fitzsimmons, Center for Instructional Excellence.
  • Building a Data Science Education Ecosystem Resource Collection, Libraries and School of Information Studies and College of Science
    PI: Pete Pascuzzi, PULSIS; team members: Gladys Andino, research computing; Mark D. Ward, statistics; and Michael Witt, PULSIS.
  • Integrating Geospatial Information Across Disciplines, Libraries and School of Information Studies
    PI: Nicole Kong, PULSIS; team members: Bryan Pijanowski, forestry and natural resources; Jie Shan, civil engineering; Dharmendra Saraswat, agricultural and biological engineering; Songlin Fei, forestry and natural resources; Brady Hardiman, forestry and natural resources; Ian Lindsay, anthropology; Michael Fosmire, PULSIS; Ephrem Abebe, pharmacy practice; Vetria Byrd, computer graphics technology; Guang Lin, data science consulting service; Preston Smith, IT research computing; and Erica Lott, Center for Instructional Excellence.

For more information, visit www.purdue.edu/data-science/education/education-proposals.php.

WEST LAFAYETTE, IN — Faculty in Purdue University Libraries and School of Information Studies are part of a team of academic library faculty who recently were selected to receive a $249,179 award through the Laura Bush 21st Century Librarian Program via the Institute of Museum and Library Services (IMLS). Along with librarians at the University of Arizona and the University of Nebraska, Lincoln, Purdue Libraries and School of Information Studies faculty librarians will collaborate on the project with university classroom instructors to develop disciplinary-based, information literacy curricula.

The results of the project, “Academic Librarian Curriculum Developers: Building Capacity to Integrate Information Literacy across the University,” will be shared with academic library professionals, administrators, and information literacy thought leaders across the nation. Project team leaders include: Clarence Maybee, project lead, Purdue; Michael Flierl, co-project lead, Purdue; Maribeth Slebodnik, co-project lead, University of Arizona; and Catherine Fraser Riehle, co-project lead, University of Nebraska, Lincoln.

Preparing graduates to use digital information in their future work and lives requires teaching them to use information in disciplinary and professional learning contexts, the team leaders noted.

Maybee, associate professor and information literacy specialist at Purdue Libraries and School of Information Studies, explained those involved in the project will apply a learning design model that underscores the role information plays in the learning process. The project will help academic library professionals collaborate with disciplinary instructors to integrate information literacy into courses and assess the outcomes of the resulting coursework.

“I am excited to receive this IMLS grant, as it allows us to expand the work we are doing at Purdue to integrate information literacy into courses to two other large research universities—University of Arizona, and University of Nebraska, Lincoln,” he added.

Dean of Purdue University Libraries and School of Information Studies Beth McNeil noted the award is an endorsement of the innovative information literacy work Purdue Libraries and School of Information Studies faculty have been doing with such noteworthy programs as IMPACT (Instruction Matters: Purdue Academic Course Information).

“Our librarian faculty are on the cutting edge of integrating information literacy into 21st-century teaching and learning styles,” McNeil said. “This award will enable our faculty to continue their transformational work and collaborate, and expand it, with librarians and instructional faculty at two other noted research institutions. Results of this important project will enhance current students’ information literacy skills, which they can apply to make better informed decisions and use to tackle tough future challenges in both their professional and personal lives.”

For more information about Purdue University Libraries and School of Information Studies’ involvement in the grant project, contact Maybee at cmaybee@purdue.edu. Information about the IMLS grant award is available at www.imls.gov/grants/awarded/re-13-19-0021-19.

Michael Flierl, Purdue Libraries and School of Information Studies

Michael Flierl

“It can be challenging for instruction librarians to create sustained collaborations with instructors beyond the one-shot instruction session. The results from this study make a compelling case for why collaborating with disciplinary instructors on course design―such as working together to design meaningful assignments throughout the term―can provide benefits for students in gaining information literacy skills, as well as helping them engage more deeply with course content.” ― Melissa Harden, LIRT Top Twenty Articles 2019 Selection Committee

Purdue University Libraries and School of Information Studies Assistant Professor Michael Flierl, Associate Professor Clarence Maybee, and Instructional Designer Rachel Fundator, as well as Purdue Center for Instructional Excellence Instructional Developer Emily Bonem, were recently recognized by the Library Instruction Round Table (LIRT) for their research article “Information literacy supporting student motivation and performance: Course-level analyses.” Their research, published in the January 2018 issue of Library and Information Science Research, was listed as one of the “Top Twenty Articles of 2018” by LIRT in its June 2019 newsletter.

Clarence Maybee, Purdue Libraries and School of Information Studies

Clarence Maybee

“This article describes the results of a large-scale study exploring the relationships between information literacy, student academic performance, and student motivation in the context of disciplinary courses,” notes the article abstract.

Emily Bonem, Purdue Center for Instructional Excellence

Emily Bonem/Photo by Laura Fritz

The abstract continues: “Data were gathered from over 3,000 students at a public research university through an end-of-semester survey that asked questions about learning climate, basic psychological needs, student motivation, and perceptions of relevance of course content to future careers. Instructors also completed a survey indicating how often students in their courses were expected to use information in various ways, including posing questions or problems, accessing information outside of assigned readings, evaluating sources, synthesizing information and communicating results, and applying the conventions of attribution. The responses to these surveys were analyzed in conjunction with student course grades to determine the relationships between information engagement and use, and student motivation and achievement.”

Rachel Fundator, Purdue Libraries and School of Information Studies

Rachel Fundator

“The results suggest a positive relationship between students synthesizing and communicating information throughout the term and student perceptions of autonomy and motivation. Therefore, instruction librarians should encourage disciplinary instructors to design and create many opportunities for students to engage in higher-order skills, such as synthesizing and communicating information, throughout the term. These results suggest that the benefits for students gained from these types of learning opportunities include higher academic achievement and greater motivation to learn disciplinary content presented in their courses,” assert the authors.

LIRT is part of the American Library Association and was founded in 1977. According to its website, the organization empowers librarians, from all types of libraries, to become better teachers through sharing best practices, leadership and professional development, and networking.

For more information about LIRT, visit www.ala.org/rt/lirt.

Courtesy of the American Library Association

Clarence Maybee, Information Literacy Specialist, Purdue University Libraries

Dr. Clarence Maybee, Associate Professor and Information Literacy Specialist, Purdue University Libraries and School of Information Studies

The Library Instruction Round Table (LIRT) of the American Library Association has selected Purdue University Libraries and School of Information Studies Associate Professor Clarence Maybee as the 2019 recipient of the LIRT Librarian Recognition Award. The Librarian Recognition Award was created to recognize an individual’s contribution to the development, advancement, and support of information literacy and instruction.

Since becoming a librarian in 2005, Maybee (who serves as a information literacy specialist at Purdue University) has made rich contributions to the profession through his strong publication and service record, as well as his exemplary record of program creation and dissemination.

His participation in the Purdue University IMPACT (Instruction Matters: Purdue Academic Course Transformation) program — a course-development program through which classroom instructors collaborate with librarians and others to improve their courses through active learning, information literacy, and other research-based educational practices — was particularly noteworthy. The program was named by The Chronicle of Higher Education as a 2018 Innovator, one of “six programs to change classroom culture.”

Closely aligned is his scholarship on informed learning design, which is intended to guide the creation of assignments so that students intentionally learn to use information sources at the same time that they are learning course content. In 2018, he authored the book “IMPACT Learning: Librarians at the Forefront of Change in Higher Education.

Maybee has also demonstrated his commitment to the library instruction community through his leadership efforts in both the Association of College and Research Libraries’ Instruction Section and the Immersion Program. His contributions to the development, advancement, and support of information literacy and instruction exemplify the values that LIRT embraces.

“It is a tremendous honor to have received the LIRT Librarian Recognition Award. Throughout my career, I have looked to LIRT to inform my information literacy work as a librarian in higher education,” Maybee noted.

The Library Instruction Round Table was started in 1977 with the intent to bring together librarians who provide library instruction across all types of libraries — academic, public, school, and special libraries. This year marks the sixth year that the Librarian Recognition Award has been awarded.

Visit LIRT’s webpage at www.ala.org/rt/lirt/mission to find out more about LIRT, its mission, and the awards.

The LIRT Librarian Recognition Awards Subcommittee included Beth Fuchs of the University of Kentucky (chair & LIRT awards committee chair), Lore Guilmartin of the Pratt Institute, Yolanda Hood of the University of Prince Edward Island, and Melissa Ann Fraser-Arnott of the Library of Parliament, Canada. The ALA Office for Member Relations (AOMR) serves as the liaison to the Library and Instruction Round Table (LIRT).

This week, several members of Purdue University faculty and staff published, “Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program” through the National Institute for Learning Outcomes Assessment (NILOA).

The invited paper describes Purdue’s IMPACT (Instruction Matters: Purdue Academic Course Transformation) course design program, which was recognized last year by The Chronicle of Higher Education as one of six encouraging innovations in education.

According to the paper abstract on the NILOA website, IMPACT has involved 321 instructors, 529 courses, and in some semesters, as many as 95.1% of first-time, full-time undergraduate students.

IMPACT at Purdue UniversityAuthors of the paper include (in order, L to R, top row, center row, and bottom row in graphic):

Download the paper from NILOA at http://learningoutcomesassessment.org/occasionalpaperthirty.

Libraries faculty members Clarence Maybee and Michael Flierl are collaborating with their Purdue colleagues in the University’s innovative and touted IMPACT program.

Purdue Libraries Associate Professor Clarence Maybee

Purdue Libraries Associate Professor Clarence Maybee

Transforming OSHA material to make it engaging for Purdue students studying construction management is a daunting task. But, according to Purdue Libraries Associate Professor Clarence Maybee and Assistant Professor Michael Flierl, through IMPACTPurdue University‘s “Instruction Matters: Purdue Academic Course Transformation” program formally established in 2011—Libraries faculty and staff have helped other Purdue faculty members do just that: make what may seem like tedious (but nevertheless integral) content motivating for college students.

One example is Flierl’s work with James Jenkins (associate professor of construction management in the Purdue Polytechnic Institute) to redesign a construction management course. Through the course, students are able to earn important career-advancing certification from the Occupational Safety and Health Administration (OSHA); however, federal law requires faculty teaching such courses to base their pedagogy on specific OSHA materials.

“When Professor Jenkins and I initially met, he showed me a manual printed in green and black ink, then said, ‘This is what my students have to deal with. They are just not engaged with this material,'” Flierl explained. “Through our work together in IMPACT, we changed that. Professor Jenkins and I created a variety of different ways to make the content the students were required to learn more dynamic. For example, we incorporated information literacy concepts into hands-on, gaming activities, as well as developed open-ended problems for them to solve.”

 Purdue Libraries Assistant Professor Michael Flierl

Purdue Libraries Assistant Professor Michael Flierl

Flierl’s work with Jenkins is just one illustration of how the campus-wide IMPACT program has been employed at Purdue. Highlighted in The Chronicle of Higher Education’s October 21 “Education’s 2018 Innovators Special Issue,” IMPACT was described by George D. Kuh, professor emeritus of higher education at Indiana University’s Center for Postsecondary Research, as a “textbook illustration of how to successfully deliver timely, substantive, high-quality professional-development experiences over an extended period of time to a particularly discerning audience.”

At the tactical level, through their work in the program, faculty learn how to refine learning outcomes and are equipped with new and innovative tools to engage their students, Maybee explained.

“Libraries faculty have been involved with the program from the very beginning,” he said. “Of course, librarians are interested in the information literacy part of learning and improving instructional design to incorporate information literacy, which improves the learning experience if you do it right. But that isn’t the only thing we have done and are doing in the program. As Michael mentioned, we help instructors think through their pedagogy. We have had a lot of success with that.”

According to the IMPACT website, since 2011, “IMPACT has grown into an institutional transformation program positively impacting every college/school with nearly 9 out 10 of all undergraduate students taking at least one IMPACT course.” The latest data from the program (listed at the bottom of the IMPACT website, www.purdue.edu/impact) show that more than 580 courses have been transformed and over 330 Purdue instructors have participated in IMPACT.

Maybee, who based his 2018 book IMPACT Learning: Librarians at the Forefront of Change in Higher Education (published by Elsevier), said he has been working in the program, along with colleagues from the Center for Instructional Excellence, ITaP (Information Technology at Purdue), as well as faculty from across the University, since he joined IMPACT in 2012. Their investment is proving to be fruitful for faculty and students. The Chronicle’s piece states, “[a]ccording to a recent outside evaluation, Impact-affected courses generally have higher end-of-course final grades and fewer students who withdraw or earn Ds and Fs.”

“In this collaboration, we have used information literacy concepts and instructional design principles to help transform such foundational courses as COM 114 (“Fundamentals of Speech Communication”), English 106, and Tech 120 (a foundational course in technology), which are important building blocks for thousands of Purdue students,” Maybee added. “Overall, Libraries faculty, and the many others involved in IMPACT here at Purdue, have enhanced students’ learning experiences significantly.”