Draft status of core component 3c (as of April 18, 2008)
1.
Assessment results inform improvements in curriculum, pedagogy, instructional
resources, and student services.
Ongoing assessment tools are implemented at multiple levels of the university to obtain
feedback on educational programs throughout Purdue, with emphasis on improvements in
curriculum, pedagogy, instructional resources, and student services. Specific assessment
tools have been discussed in a previous section and include:
a.
College level assessment:
i.
Regular reviews for professional programs such as Engineering, Technology,
Nursing, the School of Veterinary Medicine, and Pharmacy as well as
program evaluations conducted for colleges such as in the College of Science
b.
Department level assessment:
i.
Five year reviews of department programs in the College of Agriculture
ii.
Annual or biennial programmatic feedback from stakeholders who serve on
external advisory councils at the college and department level
c.
Individual level assessment:
i.
Through surveys of students such as the senior survey, the student services
survey, and the disability survey. The University writing lab serves as a
resource that provides feedback on writing quality of students. This
information is provided the College of Liberal Arts to develop course
offerings to enhance writing skills of our students.
These multiple sources of feedback are routinely used by faculty and administration at all levels
of campus to improve our educational programs, to design relevant services to support students
and student learning, and to develop broad based continuing education short courses that enhance
professional development of faculty and staff to improve teaching and learning. Classroom and
laboratory space has been increased through new construction of buildings such as Rawls Hall,
Niel Armstrong Hall of Engineering Computer Sciences and the Beck Agricultural Center or
through renovations of existing space to ensure appropriate and adequate space for course
offerings. The quality of the learning environment has been significantly upgraded as the
campus is entirely wireless, all classrooms are equipped with computers and projection
equipment, software is universally available to support electronic response devices by students to
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gain immediate feedback on level of student understanding of challenging concepts, and lectures
are now available via pod casts.
Faculty development programs are integrated into the fabric of professional life at the university.
The Center for Instructional Excellence (CIE) provides a campus focus for faculty, staff, and
student development on teaching and learning. A number of programs offered by the CIE solely
or in concert with Information Technology at Purdue (ITaP) include a technology brownbag,
college teaching workshop, teaching for tomorrow, workshops for Junior Faculty, and the
Teaching Academy Mentoring program.
Specific Examples of Evidence:
Curricula: The College of Liberal Arts has modified their core requirements in response to
assessment of feedback from multiple sources such as surveys of advisors and professors, course
enrollment data in core classes over a 7 year period, student scores on the Spring 1999 ACT
COMP exam, and a 1997 assessment survey over 700 students enrolled in the College and the
College of Liberal Arts “Report Card” survey of graduating seniors. As a result of the extensive
feedback received, the College reduced their core hour requirements from 54-57 to 46-49, thus
providing additional “free” electives for their students.
Pedagogy: Purdue University is committed to providing faculty with the tools to accommodate
multiple learning styles in the classroom and to enhance understanding and retention of
information. Through ITaP’s Teaching and Learning Technologies (TLT) group faculty and
staff are provided with the use of computer and network-based instructional applications in the
classroom. Windows-based personal computers are available in several hundred classroom
locations. From these computers faculty have the capability to use PowerPoint presentations,
demonstrate software, play CDs, DVDs, video and audio files, access the internet, use files from
a CD or USB device, access materials in their Purdue Career Account, take attendance, give
assessments, and get instant feedback with classroom performance systems (CPS, or “clickers).
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Instructional Resources: The Discovery Learning Center is a unique facility that is part of
Discovery Park with a mission to advance research that revolutionizes learning in the STEM
disciplines (science, technology, engineering, and math). Through externally funded research
projects, innovative programs, and collaborative partnerships, the DLC is committed to
redesigning educational practices and creating innovative learning environments that have
immediate impact and nurture lifelong learning for students and citizens of a global world. As of
August, 2007 the DLC had 369 affiliated Purdue faculty, staff, and students representing all
Purdue Colleges and Schools and 59 departments and units. In addition there are over 115
companies with 51 external collaborators participating in joint research efforts to enhance
learning and expand the development of Purdue students beyond the classroom.
Part 2 The organization provides an environment that supports all learners and respects the
diversity they bring.
In the land-grant tradition of inclusiveness, all members of the University community are valued
for who they are and what they contribute. Our community's celebration of its members' diverse
backgrounds, cultures, and viewpoints cultivates mutual respect in all interactions. Purdue
University is committed to fostering a climate within the University that celebrates the diversity
of all members of our university community. This commitment can be seen in the huge array of
programs and centers on our campus. Below is a sampling of these support services:

Diversity across the University- university-wide diversity efforts are led by key
administrative offices that provides leadership, guidance, and programs to foster a
climate that is equitable, diverse, and inclusive. Examples include:
o Diversity Resource Office
o Affirmative Acton Office
o Office of Vice President for Human Relations
o MOSAIC

Ethnic Diversity- ethnicity is addressed through focused efforts at the college level
through designated staff and at the university level through community-based
programs and facilities. Examples include:
o College level diversity initiative
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o Black Cultural Center
o Latino Cultural Center
o Native American Educational and Cultural Center

Gender Diversity- includes wide ranging efforts to raise awareness and provide
advocacy and support for women. Examples include:
o Women in Engineering, Women in Science, & Women in Technology
o Women’s’ Resource Office
o Gay lesbian program
o Sexual Harassment Network in College of Liberal Arts

Special student needs- Purdue provides special student programs and services for
traditional, first generation, adult and by distance students. Examples include:
o Disability Resource Center
o Horizons
o SPAN Plan
o Distance Education
o Undergraduate Studies Program

International Diversity- international students receive special services and support.
Examples include:
o International Students & Scholars
o Oral English Proficiency Program
o Religious, Ethnic, and Civic Observances Calendar-

Non-Traditional student populations- special services and support is available for
non-trraditional students through:
o Continuing Education
o Extension activities
A detailed listing and description of most of the diversity programs on campus can be found at
http://www.purdue.edu/humanrel/contribute_pdf_docs/outreach_07_web.pdf
Specific Examples of Evidence
DiversiKey Program
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The DiversiKey Certificate program is a student-driven program designed to provide Purdue
University students with experience and growth in diversity and leadership. It is a formal
certificate program that appears on the transcript. Participation in this program demonstrates to
prospective employers that students have made a serious commitment to understanding diversityrelated issues.
Diversity Data
Between 2001-2007 more than half (58 percent) of the new faculty hires were women and/or
minorities, including 65 percent of the Strategic Plan hires. Faculty diversity grew from 13.3
percent in 2000 to 19.7 percent in 2007. Increases were reported among all major
underrepresented domestic minorities in the Purdue University undergraduate student body in
2006-07. The total number of African-American, Asian-American, Native-American, and
Hispanic-American undergraduates was 13.4 percent of the student body. Among graduate
students in 2006-07, 41.8 percent were international students, and 38.5 percent were female.
Approximately 1,900 University staff members received cultural awareness training in 2006-07.
Infusion of diversity content into academic programs has been increasing.
MOSIAC
In February 2007, the Office of the Provost adopted an action plan, “Toward a Mosaic for
Educational Equity,” to serve as a guide to assist the Purdue University community in becoming
a vibrant multicultural and inclusive educational community.
Part 3 Advising systems focus on student learning, including mastery of skills required for
academic success.
Academic advising is a major partner in creating an outstanding learning environment for
students at Purdue University. While the advising model takes on numerous shapes on our
campus(e.g., professional advisors in a discipline, general professional advisors in a college,
school and/or program, faculty advisors in a specific major, and peer advisors as needed), the
underlying mission for all models remains the same. This mission strives to partner with
students, faculty, staff, departments and administration to empower students to develop and
implement an individualized plan for academic success, personal and career development; while
integrating learning and enrichment within the University and community. Additionally, advising
focuses on assisting students in understanding the nature, purpose, and value of higher education.
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Twenty years ago advisors from across campus met to form an organization which was designed
to support the professional development and education of its members. The main purpose of the
Purdue Academic Advising Association (PACADA) is to promote the quality of academic
advising on campus. PACADA currently has a membership of over 200 advisors from across
campus and supports its members through informal gatherings, professional development
programs, research symposiums, sponsored webinars, and recognition of its outstanding
members through the awarding of yearly advising awards.
In November 2006, each college/school was asked to name a representative to the University
advising assessment committee. The Provost provided registration support for these members to
attend the National Academic Advising Association (NACADA) Advising Assessment Institute
with the charge to develop an advising assessment plan for the University. The committee has
met on a regular basis since November 2006. In an unprecedented step on this campus, they
adopted University, (rather than college/school) mission and vision statements, defined four
goals and five related student learning outcomes for academic advising (Exhibit A). A major
goal for this committee includes that students, as they move from advising office to advising
office, are assured of receiving information and support that is consistent across the stated goals
and student learning objectives adopted by the University. One example of the success or
Purdue’s advising efforts can be found in the results of the 2007 National Survey of Student
Engagement (NSSE) where 81% of freshmen and 72% of seniors rated the quality of advising
they received at Purdue University as good or excellent compared to 77% and 70 %,
respectively, of our peer institutions.
In an effort to educate students about how “advising is teaching,” a ten member subcommittee of
PACADA developed a university-wide advising syllabus which includes expected student
learning outcomes. The syllabus also serves as a catalyst for important conversations about (1)
the role of advising, (2) the exploration of advisors as teachers (Nutt & Thurmond, 2006), (3)
academic advising as a discipline with a curriculum and pedagogy, (4) the communication of
advisee learning, expectations, roles and responsibilities; (5) how academic advising helps
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student navigate their educational experiences; and (6) the theory and purpose of advising and
the advisor’s philosophy of advising.
4. Student development programs support learning throughout the student’s experience
regardless of the location of the student.
Purdue University offers students many opportunities to support their learning through programs
that enhance their overall experience. Many of these programs cluster around important topics
such as leadership, undergraduate research, and honors programs. Purdue provides a rich
opportunity for students to gain experience and apply and enrich their learning experiences. A
few examples programs include:

Leadership
o Emily Mauzy Leadership Program
o College of Agriculture Leadership Certification Program
o College and Department Ambassadors Programs
o Officers of student organizations
o RA positions in residence halls

Undergraduate research opportunities
o NSF Research Experiences for Undergraduates (REU)
o Research Poster Sessions for undergraduates at the end of each academic year
o Discovery Park Undergraduate Research Experience (DURI)

Graduate Student Professional Development Learning Programs
o Tools for career success
o Exploring your career opportunities
o TA training program

Honors programs
o University Honors Program
o College-based Honors Programs

Community Involvement
o EPICS
o Service Learning in courses
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
Internships and coops
o Landscape Architecture coop program
o Building Construction Management coop program

International Programs
o Study Abroad

Student Organizations

Distance Learning

Continuing Education

Entrepreneurship Certification program
Specific Examples of Evidence
International Programs The Office of International Programs at Purdue University is
dedicated to the development of educational opportunities, research, and other services. Purdue
University created the Office of International Programs in the early 1990s and the start of several
programs that encourage community engagement, such as the International Friendship Program,
which was started in 1995. The program has matched 900 international students in friendship
relationships with community residents. Global Outreach Purdue, known as GO Purdue, takes
international students on annual trips to Chicago and other destinations and provides a speakers
bureau that provides international students with opportunities to speak in local schools about
their cultures. International Awareness Week, started in 2000, highlights the various
nationalities and cultures represented at Purdue. In the late 1980s, Purdue had about 30 students
participating each year. In the 2005-06 academic year, about 1,000 students were involved in
study abroad. Purdue University was selected as one of five institutions in the country to receive
the 2006 Senator Paul Simon Award for Campus Internationalization.
Discovery Park Undergraduate Research Internship (DURI) This program is designed to
involve Purdue undergraduates in the interdisciplinary research environment of Discovery Park.
The program provides opportunities for students to work with faculty affiliated with Discovery
Park on cutting edge research projects that involve combining two or more disciplinary
strengths). DURI offers 50 student internship slots per academic year semester (fall and spring).
Students have dozens of projects to choose from, earn 1 hour of credit, receive a $500
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scholarship per semester, and take part in a year-end Undergraduate Research Forum and Poster
Session.
Peace Corps volunteers Purdue is one of the top 25 Peace Corps volunteer-producing colleges
and universities. Currently 44 volunteers from Purdue are serving in the Corps, which is the
highest new entry among large universities.
5. The organization employs, when appropriate, new technologies that enhance effective
learning environments for students
One of the strengths of Purdue University is a very good central IT organization called
Information Technology at Purdue (ITaP). ITaP is a leader in the implementation and
integration of new technologies to enhance effective learning environments for students. Their
efforts have resulted in many leading edge projects that integrate technology into the classroom
to enhance teaching and learning. Many of the Colleges and Departments at Purdue as well as
the faculty and students have also embraced the use of technology in the classroom. The
following are a few examples of technology are being used to enhance learning.
ITaP Instructional Labs:
Adaptive Learning Programs (ALPs) Lab:
Digital Learning Collaboratory (DLC):
Technology in the Classroom (TIC) program:
BoilerCast,
eInstruction
Blackboard Vista
Software Remote
Turnitin: Plagiarism Prevention.
Course Email Lists
Adobe Acrobat Connect Professional
Teaching and Learning Events.
Specific Examples of Evidence
Ideas to Innovation Learning Laboratory
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There are many examples of effective use of technology to enhance learning that be found at the
department and college levels across campus. One example is the new Ideas to Innovation
Learning Laboratory. This laboratory was funded through an award from Stephen D. Bechtel Jr.,
chairman emeritus of the Bechtel Group Inc. of San Francisco, will be used to construct and
equip the $4.3 million learning laboratory. The laboratory is a facility of the School of
Engineering Education, which is housed in Neil Armstrong Hall. The Ideas to Innovation
Learning Laboratory will serve more than 1,600 students annually through the First-Year
Engineering Program. In the summer months, it will be used by K-12 administrators, counselors
and teachers taking part in engineering summer academies and other university programs. The
laboratory will consist of several team-focused. Collaborative spaces: the Design Studio,
Innovation Studio, Rapid Prototyping Studio, Fabrication and Artisan Laboratories, and
Demonstration Studio.
Purdue University President France A. Córdova said, "The goal of this learning laboratory is to
make engineering come alive for students at Purdue. We will be able to significantly augment a
learner's firsthand experience with engineering concepts and context."
The Envision Center for Data Perceptualization
The Envision Center for Data Perceptualization is a high performance visualization facility that
supports research and learning at Purdue University. The Envision Center has a program that
allows undergraduate students to gain access to the facility, learn use of its hardware and
software, and engage in projects and other learning opportunities. In addition the Envision
Center supports both undergraduate and graduate students in projects, use of the facilities and
presentations for their senior projects. The Envision Center also collaborates with faculty to
develop courses and units of instruction using specialized hardware and software in the Center.
Courses in Communications, Engineering, Technology, Sciences, Theatre, Audiology, and other
disciplines have all used the Center to develop instructional material using 3D immersive stereo,
high definition computer graphics and video, and haptics to enhance teaching and learning.
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The organization’s system of quality assurance include regular review of whether its
6.
educational strategies, activities, processes, and technologies enhance student learning:
Faculty and staff engage in intensive and consistent introspective discussions and assessment of
data to evaluate the impact of our educational programs to assess impact and to make appropriate
medications to curricula and the learning environment. Initiated in 2000, the Purdue University
Data Digest provides extensive information about our activities in Learning, Discovery, and
Engagement and is publicly available at the following URL: http://www.purdue.edu/datadigest/
Retention data provides a sense of the impact that the educational environment has on student
learning and student satisfaction. Our one year retention rate for full time freshman in 2006 was
84.8% and our two year retention rate in 2005 was 75.5%. Although retention and graduation
rates have increased since 1996, they remain lower than our peer institutions. There is an
institutional commitment to increase our retention and graduation rates through ??????? . New
programs such as the Leadership Certificate Program instituted in the College of Agriculture are
designed to enhance professional development of our students and prepare them for leadership
positions throughout their careers.
Student evaluations as related to the use of new educational activities (not just regular course
evaluations but addressing specific new strategies
College graduating senior surveys
Assessment of new instructional technologies by students and peer review by faculty
Internships and cooperatives
Examples of Evidence
College of Agriculture’s emphasis on learning outcomes: The College of Agriculture embarked on a
college-wide Outcomes-Based Program Improvement program in 2005 to improve programs through
faculty consideration of evidence about how well students achieved the desired learning outcomes. In
2006, the College of Agriculture adopted nine outcomes for all students in the college. In addition, all
programs:

Articulated learning outcomes for individual programs,

mapped current courses and activities to outcomes based on level of coverage and Blooms level,
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
and inventoried current assessments.
As a result, some departments introduced curricular changes based on gaps or redundancies uncovered
during the mapping process.
More recently, each program assessed a common college-level outcome – “Communications”. Rubrics
were developed for assessment and to help students understand what was expected in their written and
oral communications across the college. It is expected that the results of the assessments being collected
this year will lead to improvements in courses or activities within courses next year. Annually, the
Outcome Based Program Improvement Committee reports its findings to the Curriculum and Student
Relations Committee which oversees curricular governance in the college to tie proposed course changes
to learning outcomes.
Service Learning Fellows: A number of new programs have been developed in recent years in
order to provide a greater breadth of education for our students. Associated with the institutionwide commitment to engagement and the implementation of an Office of Engagement
responsible to the Provost’s office and administered by a Vice Provost for Engagement, Purdue
has emphasized inclusion of service learning projects into courses and recognition of Service
Learning Fellows. To be selected a Fellow, faculty must formally apply through a competitive
institutional process. They are expected to have successful programs in teaching and research
and to have incorporated a significant service learning component in their programs. Fellows
receive $5,000 for programmatic support, and are expected to provide campus-wide leadership in
service learning and serve as an advocate for this type of instruction.
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Academic Advising at Purdue
EXHIBIT A
Mission: The mission of advising at Purdue University is to partner with students, faculty,
staff, departments, and administration to empower students to develop and implement an
individualized plan for academic success, personal and career development, while integrating
learning and enrichment within the University and community, as well as assisting students in
understanding the nature, purpose, and value of higher education.
Vision: Purdue University-WL aspires to be recognized for excellence in academic advising
as compared to our peer and aspirant institutions.
Academic Advising at Purdue will…
…Assist students in assessing their interests and abilities, examining their educational goals, making deci
and developing short-term and long-term plans to meet their objectives
Students will identify fields of study that are consistent with their interests, abilities, and life goals.
…Provide accurate and timely information about degree requirements and institutional policies, procedu
and courses so students can select appropriate courses and other educational experiences
Students will develop and implement a meaningful educational plan [4A]
…Evaluate and monitor student academic progress and empower students to demonstrate self-direction
self-sufficiency in the achievement of their educational goals.
Students will know how to locate university policies and procedures regarding registration, academic
standing, and student conduct.
Students will identify and utilize resources independently to evaluate their progress toward degree
completion.
…Make student aware of and refer to educational, institutional, and community resources and services (e
internship, study abroad, honors, service-learning, research opportunities; adaptive services; academic su
center)
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Students will know where and how to access appropriate support services to accommodate their unique
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