Teaching - Innovation - Presence (TIP)

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http://hdl.handle.net/20.500.12264/150

Teaching - Innovation - Presence (TIP) is a virtual conference hosted by the College of Social and Behavioral Sciences at Purdue University Global. The conference goal is to provide higher education professionals the opportunity to collaborate and learn about a variety of topics related to online learning and diverse topics in higher education.

For more information about the conference visit TIP's site on PG Connect.

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Now showing 1 - 6 of 6

An Evolving Look Part 1: Training, Developing, and Retaining Online Faculty at the Program Level - 1 Year Later
(2020-02-10) Jurowski, Kim; Poole, Julee; Rivera, Bridget; DeBruyn, Casey
The success of an online program is dependent upon the development of competent faculty who meet or exceed expectations specific to the online learning environment. This in turn impacts the success and overall satisfaction of an online program’s student population. It has been determined that development beyond the initial hiring and training phases is vital to the success and retention of first term faculty members. The Purdue University Global Graduate Psychology Department has been implementing a comprehensive, program level faculty development program for 1 year. A review of the program components and current supporting literature will be presented along with qualitative and quantitative data related to outcomes, progress and growth of the program. The importance of evolving at the programmatic level to meet the changing needs of faculty, students and the university will be explored.
Weaving International Law Into Curricula to Help Students Navigate a Post-College World
(2020-02-11) Tarhan, Sait; Berube, John
In our ever-shrinking world, the legal effects and consequences of our actions can (and do) extend beyond our nation’s borders. "Cause and effect" is an international, global concept. Although the study of international law is generally conducted separately from domestic law, particularly in areas such as public law, there have been scholars arguing that this hard break between the two is unnecessary. In most legal studies undergraduate courses, the focus of our scholarship is on U.S. law; however, at Purdue Global we have woven examples or elements of international law into many courses. In addition, we evaluate the consequences to actions here in the US that can impact those in other parts of the world. By reviewing a few examples from our current curriculum, we can demonstrate how we engage our students in international issues, explore the complexities and hopefully evolve in our understanding of laws and the consequences of these decisions globally.
Highlighting Hidden Figures in Civil Rights History
(2020-02-11) McElligott, Jane
As faculty members of disciplines such as law, sociology, and history, many of us have the honor to be able to teach about the Civil Rights Movement as a key component of the curriculum in our classes. To teach concepts of civil rights in a way that brings history to life and enables students to grasp that the fight for equality is still ongoing, it is imperative that faculty members veer from the traditional “whitewashed version of civil rights history” found in so many textbooks and instead, go behind the scenes and highlight the grassroots activists (the unsung heroes and heroines) of the Civil Rights Movement who played amazing roles in effectuating change (Anderson, 2018). Traditionally, the Civil Rights Movement is taught in a way that “includes only the well-known heroes, heroines, and watershed moments” in the short time span of the mid-1950s to the passage of the Civil Rights Act of 1964, leaving students with the impression that the movement achieved its goal of racial equality and therefore, “there is nothing left to fight for in regards to equity” (Anderson, 2018). This of course is an inaccurate implication, given “present-day injustices” such as race discrimination in the workplace and in places of public accommodation, hate crimes, racial profiling, and the issue of mass incarceration (Anderson, 2018). By switching from a top-down teaching approach to a bottom-up framework of teaching civil rights, we can give well-deserved recognition to the contributions of grassroots activists who have contributed so much to effectuating positive change, but who remain “hidden figures.” By shedding light on the extraordinary work “ordinary” grassroots activists of the Civil Rights Movement have achieved, we empower our students to realize that they too can be changemakers.
PG: Transforming Education Globally
(2020-02-12) Nordstrom, Carolyn
Now part of a State University System, Purdue Global continues to evolve its KU legacy of a curriculum designed around the marriage of online delivery and core principles of learning theory. Creating degrees that offer adult learners a clear path to their next job or a new career is not unique to PG, but the investment the University has made in its assessment system is. Because of this, PG is on the brink of offering students more ability to customize their learning pace with the use of single credit mods, and become more engaged in managing their personal learning process with the introduction of “just in time” success strategies. This conversation will highlight the opportunities PG anticipates in its next growth phase: encouraging students to explore their choices with pre-enrollment activities, enhancing the classroom experience and offering virtual participation in graduation.
The Evolution of the Partnership Program within the College of Social and Behavioral Sciences: Recruit, Promote, & Engage
(2020-02-12) Poole, Julee
Research indicates that community organization and university partnerships must be “purposeful, sustainable, and constantly evolving”. They must be mutually beneficial both the organization and the university, and demonstrate a genuinely reciprocal relationship. With Purdue University Global’s diverse population of students, a call has gone out for the development of a diverse selection of partnerships with the goals of promoting student opportunities for employment and externships, as well as to increasing enrollments through partner employees. When recruiting prospective partners, a reciprocal relationship is sought. The pursuit of recruitment is a first phases in developing a community organization/university partnership. Promoting the partnership is an essential second phase. Building the relationship becomes a key focus in developing the partnership. An understanding of the relationship involves addressing power sharing, and building trust, and mutual respect. Taking inventory and understanding each other’s needs, resources, assets, and interests are critical. Through the construction of relationships, the community organization and the University will come together to work toward a shared goal(s). From these tasks comes the development of strategies and plans that lead toward achievement the common goals. If done well this will transition the partnership into the third phase, the engagement phase. The third phase, engagement involves working to sustain the energy of the community/university partnership. Through the development of genuine respect and recognition, a reciprocal and mutually transformative partnership relationship forms. During this workshop, evidence-based research on developing and growing community/university partnerships will be discussed. Finally, the steps and strategies that are needed to recruit, promote, and engage organizations as university partnerships will be shared.
The AAA Model in the Online Classroom Bringing the Student into A Model for Promoting Critical Thinking in the Asynchronous Online Discussion Boards
(2020-02-12) Poole, Julee; Wilson, Susan
A goal of the asynchronous online discussion forum is to promote critical analysis of course concepts and materials and advance that analysis through student interactions with the instructor, and with each other. There is also evidence that ‘lively’ asynchronous discussions contribute to the perceived positive experience of the online learner (Yukselturk, 2010). The AAA Model, (Acknowledge, Add, Ask) developed by Dr. Julee Poole, provides course facilitators with a systematic approach to support this goal when responding to students throughout the discussion. The AAA model, used by Purdue Global Graduate Psychology faculty focuses on a three-pronged instructor discussion response that includes acknowledging the student’s contribution, adding clarifications and new information, then asking a question to encourage student follow up It is also important that students learn to “advance the discussion” by building on each other’s contributions. This presentation will demonstrate the potential for dynamic development in discussion forums when students are taught to use the AAA model in their own peer interactions. Data will be presented to demonstrate the successful use of this model across a number of courses. Participants will learn how they can teach and empower students to employ the AAA model as they respond to each other in the discussion forums. The model can be applied to provide students with guidelines for creating discussion forum responses that move well beyond simple acknowledgment and agreement, creating opportunities for deeper analysis, enhanced learning, and a more interactive and enjoyable course experience. Using the AAA model, both instructors and peers will acknowledge and indicate support of the students work, provide clarification if needed, add new information that will enhance the student’s knowledge and learning experience, and ask thought-provoking questions that will lead to a participatory culture (Jenkins, 2007) of continuous development of critical analysis.

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