University Archive

The Purdue Global University Archive (PGUA) expands visibility and access to the scholarly output of our university's academic community by showcasing its works, activities, and history.

The PGUA is a service provided by the Purdue Global Library. For more information about the PGUA, its mission, policies, and how to contribute your own scholarly work to it, visit the Guide to the University Archive.


Recent Submissions

Cultivating a Growth Mindset: Empowering Faculty, Inspiring Students
(2023-11) Clemons, M.
Discover how healing practices can empower faculty and inspire students by cultivating a growth mindset in academia. This interactive presentation will explore mindfulness meditation, cognitive reframing, embracing failure as learning, and other strategies to help educators let go of self-limiting beliefs, set achievable goals, and develop resilience. Participants will learn practical techniques to foster curiosity, practice self-compassion, and model growth mindset behaviors. I this session we will unlock the transformative potential of healing practices in creating an empowering learning environment.
Unlocking Excellence in Virtual Education: Strategies for Engagement, Inclusivity, and Achievement
(2023-11) Even, A.
Virtual classrooms have become integral to pedagogy in the evolving education landscape. We must examine best practices for creating a classroom conducive to the student and educator relationship and learning outcomes. The critical facets of virtual education are engagement, inclusivity, academic achievement, classroom expectations, and the impactful classroom environment. Learning environments can influence student behavior and academic achievement, and educators seek to foster engagement and inclusivity within virtual classrooms. Encouraging students, building relationships, and creating a sense of community in the classroom create a positive learning environment (Dahlgren, 2021). Building solid relationships with students can improve student learning (Damon, 2020). Schools must empower educators with the tools to cultivate an environment where dynamic participation and collaborative learning thrive. Expectations and performance demonstrate the potential educators possess to shape the trajectories of our students. Establishing clear classroom expectations is a powerful vehicle, propelling students toward achievement. Students need to learn precisely what is expected from each classroom and educator. Students need help understanding the expectations of discussion boards or interpreting and following a rubric. Clear classroom expectations positively impact student performance and create an environment conducive to academic excellence. Communicating expectations to students concisely, monitoring their progress, and adjusting expectations as needed allow students to achieve and thrive (Staker, 2020). The focus should be on creating engaged and empowered learners. Integrating strategies will allow us to embark on a journey toward a more inclusive and impactful virtual classroom experience.
Leveraging AI to Improve Research, Student Experience, and Classroom Engagement
(2023-11) Sweeney, M.
The release of ChatGPT and other AI language and visual models have revolutionized how people learn, find information, and craft new materials. However, with the advancement of new technology comes challenges with plagiarism in the classroom. In this presentation, we will discuss the practical personal, academic, and professional applications of ChatGPT, AI Language Models, and methods to access the model and use it for systematic and positive purposes.
Online Instructor Attitudes: LGBTQIA2S+ Research Study Results of the Online Instructor Attitudes Towards Teaching LGBTQIA2S+ Students
(2023-11) Bahle, M.; Beckett, K.; Vice, J.; Finamore, D.; Velky, S.; O’Neal, C.; Jackson, J.
This presentation will report the findings of a survey of online instructor attitudes toward teaching LGBTQIA2S+ students. The desire and ability to create an inclusive classroom for these university students may be limited in a fully online environment. Yet, research has documented the critical link between communities of belonging and successful outcomes (Kim & Sax, 2009; Linley et. al., 2016; Woodford & Kulik, 2015). The majority of the literature has focused on traditional brick-and-mortar institutions of higher education. According to data from a 2018 study of 180,000 college students, the Association of American Universities (2020) indicates that approximately 18.7 percent of undergraduate and graduate students identify as gay, lesbian, bisexual, asexual, queer, trans, nonbinary, or questioning. Because of the sheer number of online students who may identify as LGBTQIA2S+, it is critical to assess the extent and nature of online faculty perceptions of their students’ gender identity and sexual orientations and faculty capacities for creating an inclusive classroom.
Inclusivity for the Native American Indigenous Learner: Creating Awareness and Belonging in Our Classrooms
(2023-11-09) Lee, Beth
Providing inclusivity for Native American Indigenous learners is essential for their success. According to PNPI, “19% of Native Americans under 24 are in college compared with 41% of the overall U.S. population (PNPI, 2021). Native American students comprise roughly 1% of the student population (PNPI, 2021). Can this smaller population of students promote invisibility? According to the AICF, invisibility is the same as racism (AICF, 2019). Native American student body has decreased over recent years, with BA/BS enrollment going from 128,600 in 2016 to 116,400 in 2020 (PNPI, 2021). Why? What can we do to provide an inclusive learning environment to promote their success? We will discuss the current demographics of Native learners in higher education, explore Native American student voices, and we will examine what universities are doing to be responsive. We will share ideas and strategies for consideration for our current and potential Native American Indigenous learners.