University Conferences & Events
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Purdue Global schools, colleges, and other groups host a number of online conferences and events. Some of the conferences are for university faculty and staff only, or with limited external availability. This section collects and makes publicly accessible the abstracts, proceedings, and other presentation materials from Purdue Global conferences and events.
For more information about conferences and events, visit Conferences & Events on PG Connect.
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Browsing University Conferences & Events by Author "Beckett, Kelvin"
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Item Culturally-relevant teaching online(2021-04-27) Beckett, KelvinCulturally-relevant teaching (CRT) is all about community building, but the original conception was based on research done in elementary classrooms in schools serving low income, predominantly African American communities. CRT has to be reimagined for a national university’s online discussion boards which recognize, not just income and racial/ethnic diversity, but also gender, sexual orientation, disability/ability, language, immigration, and religious diversities.I serve on the SBS Diversity and Inclusion Action Committee and teach ED533 and HE540, our diversity courses. In ED533, we introduce ourselves with 10 words that complete the sentence, “I am…” Students typically identify their ethnicity and income level, but other words are often more important to them. In responding to each other we act as allies, helping to strengthen the communities we identify with. I ally myself with students to strengthen their communities, but I also ask students to ally with me to strengthen my community: education. I ask them to act as scholars and teachers to help strengthen the role of education in society.Item Dewey Online: A Critical Examination of the Communities of Inquiry Approach to Online Discussions(2019-11-06) Beckett, KelvinOnline teachers in the U.S. and internationally see their discussion boards as communities of inquiry (CoI) which promote sustained communication and higher level learning. The CoI approach to online discussions is based on John Dewey's conception of education in which teachers and learners are participants in activities working towards a common goal. CoI to date have produced mixed results. One study indicated they have "great difficulty" sustaining communication and achieving higher level learning. In my own study, implementing the CoI approach in a history and philosophy of education course, this difficulty was overcome when students and I worked towards, not just any common goal, but the goal Dewey advocated in his analysis of the concept of education. Basing our "new modes of practice" more firmly on Dewey's "new order of conceptions," students and I were able to sustain communication longer and achieve higher levels of learning than we had been in the past.Item NDLW: Diversity Panel - Continuing the Conversation: System-wide Perspectives on Diversity and Inclusion(2019-11-06) Nyberg, Julia; Beckett, Kelvin; Bourne, Bea; Hamilton, Roy; Jackson, Kenneth; Morris, Karen; Thomas, ReneeContinue the conversation discussing diversity and inclusion with colleagues from across the Purdue University system. Gain insight on projects and initiatives that address diversity and inclusion from a system-wide perspective to serve as a catalyst to launch your own projects within your course, department, or school to support the academic, social, and emotional needs of your diverse student population.Item “We’re All Adults Here”: Elizabeth Ellsworth and the Poststructuralist Classroom(2021-09-17) Beckett, KelvinThe most influential adult educator in the last century was the Brazilian philosopher Paulo Freire. Freire (1970) advocated for a critical pedagogy in which students are empowered through dialogue with the teacher to critique structures of power and oppression (Roberts, 2007). Elizabeth Ellsworth is critical of critical pedagogy. She says that “strategies such as empowerment and dialogue give the illusion of equality while in fact leaving the authoritarian nature of the teacher/student relationship intact” (Ellsworth, 1989, p. 306). “‘Emancipatory authority,” she continues, “implies the presence of…an emancipated teacher,” a teacher “who knows the object of study ‘better’ than do the students” (Ibid., p. 307). But no teacher is free of “learned and internalized oppressions” (Ibid., p. 308). Ellsworth identifies as a poststructuralist philosopher. If structuralist thought is bound to reason, poststructuralist thought is bound to discourse, “literally narratives about the world that are admittedly partial” (Ibid., p. 304). Ellsworth advocated for classroom discourse which acknowledges that “there are partial narratives that some social groups or cultures have and others can never know” (Ibid., 319). For her, however, this is a “condition to embrace and use as an opportunity to build a kind of social and educational interdependency that recognizes differences as ‘different strengths’ and as ‘forces for change’” (Ibid.).