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Change: The Magazine of Higher Learning Volume 51, 2019 - Issue 1
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Shifting Culture: Professional Development through Academic Course Transformation

Chantal Levesque-BristolChantal Levesque-Bristol is the Executive Director of the Center for Instructional Excellence, and Full Professor of Educational Studies atPurdue University. She works with faculty and conducts research on human motivation.ORCID Iconhttp://orcid.org/0000-0001-5034-0028
ORCID Icon,
Clarence MaybeeClarence Maybee is an Associate Professor of the University Libraries atPurdue University. He leads the Libraries' efforts in working with teachers to integrate information literacy into course curricula.ORCID Iconhttp://orcid.org/0000-0002-9003-0486
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Loran Carleton ParkerLoran Carleton Parker is the Associate Director of the Evaluation and Learning Research Center atPurdue University. She conducts evaluation focused on higher education and professional development.ORCID Iconhttp://orcid.org/0000-0001-7896-0325
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Craig ZywickiCraig Zywicki is an Assessment and Data Analyst in the Office of Institutional Research, Assessment, and Effectiveness atPurdue University.ORCID Iconhttp://orcid.org/0000-0002-2703-3094
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Cody ConnorCody Connor is the Manager, Course Design and Development in Teaching and Learning Technologies in the Office of Information Technology atPurdue.ORCID Iconhttp://orcid.org/0000-0001-6753-1429
ORCID Icon &
Michael FlierlMichael Flierl is an Assistant Professor of the University Libraries atPurdue University. His work and research investigate the relationship between student learning and information literacy.ORCID Iconhttp://orcid.org/0000-0003-2609-6955
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Pages 35-41 | Published online: 11 Jan 2019

Citations (13)

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Lucas M. Jeno, Jorun Nylehn, Torstein N. Hole, Arild Raaheim, Gaute Velle & Vigdis Vandvik. (2023) Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence. Scandinavian Journal of Educational Research 67:2, pages 194-211.
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Chorong Lee, Hyun Jin Cho, Michael R. Melloch & Chantal Levesque-Bristol. (2022) What worked for the engineering students to learn? Students’ learning experiences through concept-point-recovery. European Journal of Engineering Education 47:6, pages 1243-1259.
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Articles from other publishers (11)

Nikolaj Stegeager, Sofie Jensen Traulsen, Aida Olivia Pereira de Carvalho Guerra, Patrik Kristoffer Kjærsdam Telléus & Xiangyun Du. (2024) Do Good Intentions Lead to Expected Outcomes? Professional Learning Amongst Early Career Academics in a Problem-Based Program. Education Sciences 14:2, pages 205.
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Andrea Elizabeth Palomares-Acosta, César David Castillo-Carrizal, Karla Eulalio-González & Jorge Edgardo Borjas-García. (2023) La Influencia de la Cultura sobre el Aprendizaje en el Instituto Tecnológico de San Luis Potosí. Tecnología, Ciencia y Estudios Organizacionales 5:8, pages 48-61.
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Khurram Shahzad & Shakeel Ahmad Khan. (2022) The relationship between motivational factors and librarians’ professional development (PD): A systematic review. Journal of Librarianship and Information Science 55:2, pages 383-402.
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Hyun Jin Cho, Elaine Hannigan, Jan E. Davis & Chantal Levesque-Bristol. (2023) Course Transformation to Enhance Student Learning in Undergraduate Nursing Course. Nursing Education Perspectives 44:3, pages 147-153.
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Sreyasi Biswas, Rocio Benabentos, Eric Brewe, Geoff Potvin, Julian Edward, Marcy Kravec & Laird Kramer. (2022) Institutionalizing evidence-based STEM reform through faculty professional development and support structures. International Journal of STEM Education 9:1.
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Q. Jin, K. Rose, M. Kim & P. J. McFeetors. (2022) Promoting Pedagogical Change in Engineering Faculty: A Pilot Study of a Modular Program Supporting Student-Centered Learning. Promoting Pedagogical Change in Engineering Faculty: A Pilot Study of a Modular Program Supporting Student-Centered Learning.
Hyun Jin Cho, Cong Wang, Emily M. Bonem & Chantal Levesque-Bristol. (2021) How Can We Support Students’ Learning Experiences in Higher Education? Campus Wide Course Transformation Program Systematic Review and Meta-Analysis. Innovative Higher Education 47:2, pages 223-252.
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Hyun Jin Cho, Kejie Zhao, Cho Rong Lee, Debra Runshe & Chuck Krousgrill. (2021) Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance. International Journal of STEM Education 8:1.
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Hyun Jin Cho, Michael R. Melloch & Chantal Levesque-Bristol. (2021) Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach. International Journal of STEM Education 8:1.
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Cong Wang, Ying Zhang, Jennifer D. Moss, Emily M. Bonem & Chantal Levesque-Bristol. (2020) Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory. Research in Higher Education 61:8, pages 1002-1026.
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Rylee Oram, Maria Rogers & George DuPaul. (2019) Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration. Canadian Journal of School Psychology 35:2, pages 139-153.
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