During the morning presentation, eminent library leader and researcher Dr. Mary Somerville will discuss her research on informed learning. She will explain how it builds on her experiences as a practitioner/researcher/leader. She will reflect on her colleagues’ engagement with informed learning and the implications of informed learning for academic curriculum design. She will invite questions and comments from the audience members as educators, including a discussion of opportunities to take the ideas presented forward.
The afternoon will consist of a workshop to design an instructional activity or a cross-disciplinary project based on informed learning theory and principles.
PROGRAM:
9:30 a.m. – 10 a.m. Registration
10 a.m. – 12 p.m. Presentation
12 p.m. -1 p.m. Lunch
1 pm. – 3 p.m. Workshop
Registration fees:
$60 General Registration
$25 Purdue University Faculty and Staff (waived for Purdue Libraries Faculty)
In this video, Ellen Gundlach, who teaches STAT 113 (Statistics and Society) at Purdue, discusses how the course enhances students’ information literacy. STAT 113 is part of Purdue’s new core curriculum, and students passing this course will have met two foundational core outcomes: Science, Technology and Society and Information Literacy. In spring 2012, STAT 113 was redesigned to through Purdue’s IMPACT program.
The University Curriculum Council (UCC) has recommended fifteen courses as meeting the foundational information literacy outcome that is part of Purdue’s new core curriculum. Students starting at Purdue in 2013-14 will have to take a number of courses to meet the eight foundational core outcomes. One or more of the courses students take will be focused on developing their information literacy at the foundational level. These courses teach how to use information in fundamental ways while the students are learning about the subject matter.
Faculty in the Libraries were instrumental in helping departments nominate courses meeting the foundational information literacy outcome. The Libraries’ Curriculum Committee partnered with the Provost’s Office of Assessment to co-sponsor a workshop to help teaching faculty to determine if their course met the information literacy outcome and prepare their nomination materials. Many of the Libraries’ liaisons have consulted with teaching faculty in various ways to help them identify and revise the courses recommended to be part of the new core. Four of the recommended courses worked with faculty from the Libraries when redesigning the course through Purdue’s IMPACT program. Two more of these courses will be going through IMPACT this spring.
In the spring, the UCC will turn its attention to reviewing departmental submissions explaining how they are addressing information literacy at embedded-levels within their curriculum and programs.
Since Fall 2011, the Purdue University Libraries have been participating in Instruction Matters: Purdue Academic Course Transformation (IMPACT), a Provost sponsored program that supports the redesign of foundational courses to promote student-centered teaching and learning. The facilitation of the IMPACT program is a collaborative effort of a number of campus entities, including the Center for Instructional Excellence (CIE), Discovery Learning Research Center (DLRC), Extended Campus, iTaP Teaching and Learning, and the Libraries. The Libraries participate in IMPACT through a wide range of activities, such as serving on the IMPACT Steering and Management Committees, working collaboratively with other units on campus to develop an IMPACT curriculum for teaching faculty redesigning courses, and serving as members of course redesign teams.
