PG Village 2022
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PG Village's 2022 virtual conference was held November 7-11, 2022.
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Item Zoomerang: Just like a Boomerang, keep the Students coming back for more!(2022) Julie Dort; Michelle ReinhardtInstructors may know of the benefits of engaged learning, but determining how to adopt a new format can be overwhelming (Auman, 2011). Zoom is an ever-changing, emerging technology with opportunities to make the seminar feel much like a traditional classroom. The software goes the extra mile offering multiple tools to make synchronous engagement come to life for the student and the instructor. This presentation, “Zoomerang: Just like a Boomerang, keep the students coming back for more!” will demonstrate how to utilize breakout rooms effectively, create polls and advanced polls, virtual whiteboards, video options, keyboard shortcuts, EMOJIs and more. The strategies demonstrated are globally relevant and provide collaborative opportunities between students and instructors to cultivate a sense of community, build rapport, promote student engagement, and increase student success.Item Intellectual and Cultural Humility(2022) Catherine RicePromoting humility in the classroom can boost learning and engagement and foster inclusivity. This presentation will discuss two types of humility. The first is intellectual humility (IH), recognizing one's intellectual shortcomings. It entails an openness to others' ideas, beliefs, and opinions (Krumrei-Mancuso et al., 2020) and a willingness to change one's views (Krumrei-Mancuso & Rouse, 2016). IH exposes and can fill in knowledge gaps and misconceptions. The second type of humility, cultural humility (CH), acknowledges that we cannot assume we know about other people's cultural backgrounds. It involves both introspection and self-assessment (Yeager & Bauer-Wu, 2013), as well as learning about others through a cultural lens and being open to their identities, beliefs, cultures, values, and world views (Hook et al., 2013; Hughes et al., 2020). The presenter will further explore IH and CH as well as tools to foster them in the classroom.Item Finding the Right Dataset(2022) Melissa Scranton; Mary BruceFinding datasets for students to analyze is not as easy as it looks! Increasingly, students from all fields of study are being required to analyze data. Although plenty of datasets are available, they’re often a poor fit for the requirements of the assignment (David, 2021; Hillier, 2022). In the development of statistics courses, we searched for data that could be used for discussions and projects. In this presentation, we will share promising datasets for student analysis that were found. The limitations and complexities of using real data will be discussed. We will also examine other options, including creating your own dataset and having every student generate a unique dataset to reduce plagiarism (Desai, 2020).Item Enhancing the Student Experience: Best Practices for Increasing Engagement in the Classroom and Beyond(2022) Dawn Duran; Regina KrausHuman interaction plays a role in student satisfaction in the online environment: students who receive more constructive feedback from – and interaction with – their instructors, and who have more opportunities for discussion with their classmates, report higher levels of satisfaction with their learning experience (Ghaderizefreh and Hoover, 2018). The first half of this presentation will explore one instructor’s best practices for increasing such interaction in the online learning environment, including strategies for weekly outreach and small group interaction during seminars via the use of break-out rooms. In the second half of the presentation, the importance of student involvement and engagement in volunteerism and outside organizations, either directly related or unrelated to their chosen professions, will be shared. Members of a professional organization can take advantage of formal coaching or mentoring relationships with experienced businesspersons and can learn from their useful insights and guidance. (educba.com)Item Procrastination and Neurodivergence(2022-11) Christine O'NealAlmost everyone has procrastinated at some point, choosing to put off an unpleasant task. For most people, procrastination isn’t a major problem and doesn’t prevent them from fulfilling their obligations. However, for those who are neurodivergent, procrastination can cause lasting damage. This is particularly common in those with ADHD or on the autism spectrum. “Understanding the association between procrastination and ADHD symptoms is of particular importance, as a quarter of college students report receiving student disability services for ADHD” (Bolden, 2020). This research-based presentation will review the characteristics of these conditions and how they lead to chronic procrastination. Executive function will be defined, and its relationship with neurodiversity and procrastination will be explored (Rabin, 2011). Additionally, recommendations will be given on designing the classroom and assignments to accommodate our neurodiverse students better. Finally, tips will be shared to help those struggling with these conditions.Item Teaching on an Empty Tank: Educator Compassion Fatigue(2022-11) Julie PooleEducators who work directly with students experiencing significant emotional pain, physical distress, and traumatic experiences can be affected by students’ trauma. This can result in secondary traumatic stress, known as compassion fatigue. Compassion Fatigue is the profound emotional, physical, and spiritual exhaustion resulting from secondary traumatic stress. Educators need to understand the impact of compassion fatigue and how to combat it. In doing so, as an educator, you can continue teaching and serving students.Item Teaching Students How to Think and Not What to Think: Embracing DEI Teaching and Learning in Writing Intensive Courses Conference track(2022-11) Teresa Marie Kelly; Barbara Green; Sheryl Bone; Stephanie ThompsonOne major argument against colleges and universities promoting diversity, equity, and inclusion (DEI) focuses on the perception that faculty indoctrinate students into their way of thinking (Reynolds et a l.,2020). Writing intensive courses create fertile ground for exploring DEI issues, especially inclusive language and communication – which critics lambast as merely “political correctness. The American Association of University Professors (2015) advocates for “…teachers and professors (to) encourage the free pursuit of learning.” This session examines why DEI issues such as inclusive writing and communication must be explored in the classroom as well as how faculty across disciplines can effectively manage this discourse. It seeks to develop best practices to avoid indoctrination and teaching strategies that overcome both student and faculty reluctance to tackle difficult subjects. Participants will be asked to share their own experiences, concerns, methods, and best practices.Item The Coronavirus Effect: How to Engage Generation Z forGreater Student Outcomes(2022-11) Jack McCannDue to disruptive changes such as COVID-19, universities can achieve better student outcomes with a shift to a learner-centered strategy. During the Spring semester, faculty abruptly changed their teaching method of face-to-face format to mostly online education. With the ongoing impacts of disruptive changes, colleges and universities must make significant changes in order to recruit and retain this generation of students. This presentation examines the traits of today’s generation of students to provide recommendations on how administrators and faculty can better engage Generation Z for greater student outcomes. The result of this discussion is significant because the results can better assist administrators, faculty, and practitioners on how to inject innovative thinking in order to produce sustainability education for current and future students.Item The Crucial First Week: Engagement Approaches to Promote Student Involvement and Success from Day One(2022-11) Beth LeeThe first week of classes is crucial for student success. But, how do we successfully reach out to students during the first week and keep them engaged and present in the classroom? Getting students involved in the first week of a class is vital to reach out to their positive well-being and help ensure their retention and success in the course. According to a recent Gallup Poll, “Graduates are 1.4 times more likely to be thriving in five key elements of well-being if a professor cared about them as a person” (Gallup, 2022. p.1). The instructor's tone, clarity, and empathy help to provide students with a positive learning environment and is demonstrated in the instructor’s communication with students. This is crucial in the first week to reach out to the whole student to provide the needed encouragement. Furthermore, providing an engaging environment for students from day one is crucial for their retention and success, as ⅓ of students do not make it through their first year in higher education (Deloitte, 2017). Providing support, opportunities, as well as resources in the first week, can go a long way to keeping our students active and engaged. In this session, we will discuss the importance and suggestions of outreach timing during the first week of classes and examples to help successfully reach out and engage students. Specific examples will include timed announcements, emails, and seminars to help reach out to the whole student and promote engagement and retention in the classroom.Item Lessons from Lizzo: Responding to Microaggressions in writing as a professional skill.(2022-11) Teresa Marie Kelly; Josef Vice; Galia Fussell; Michelle BiancoIn June 2022, the artist Lizzo released a single “Grrls” in which one word – considered a microaggression by disability advocates – prompted many fans to encourage the singer to “do better.” According to Peiser (14, June 2022), Lizzo announced on social media that she had re-written the lyric and re-recorded the song – a response applauded as textbook. According to Foste and Ng (2021) “microaggressions have taken on increasing utility in recent years as a tool to teach undergraduate students about everyday forms of oppressive behavior” (par. 1). Paterson, et. al. (2019) notes that overcoming microaggressions requires “…an increased awareness and ability to detect microaggressions when they occur” (p. 127). This session discusses microaggressions using popular culture case studies, shares strategies for faculty and students to respond to them and explores appropriate responses to criticism about microaggressions as a professional skill. Participants will be encouraged to share their own experiences with microaggressions.Item Using Email to Personalize Your Connection with Students(2022-11) Tamara Phillips FudgeFaculty receive the Monday Minute to keep us up-to-date, but how about doing something similar for your students? Cung et al. (2018) explain that group emails are proactive and entice students to log into the online classroom. Lobos Peña et al. (2021) specify that a good subject line, polite tone, and proofreading are important, and these kinds of messages tend to improve success for at-risk students. Studies as to how often to send messages are inconclusive, but timing may be best determined by activity due dates (McDonald & Murphy, 2019). They encourage questions and offer an opportunity to promote clubs and PG services. "Using Email to Personalize Your Connection with Students" will cover why regular email contact is a good practice, and include ideas for message content, tone, formatting, timing, catchy subject lines, ways to minimize the time spent developing and managing these, and some special email tips.Item Gen Z Math!(2022-11) Melissa ScrantonGeneration Z is currently between the ages of 10 and 25 years old (Dimock, 2019). The way they learn math is drastically different from the past. Gen Z is immersed in technology, independent, visually oriented, and adept at multitasking (“Teaching gen Z,” 2019). Recently, materials used to teach math have evolved to meet their needs. Materials no longer consist solely of a physical textbook but are multifaceted virtual platforms “designed to encourage engaging mathematical discussion, supported by tasks, lesson plans, professional learning, and community (Illustrative Math, 2022).” Content is problem-based, where students learn by doing mathematics, spending most of their time solving problems in real-world contexts (“Math curriculum,” n.d.). Educators need to understand the approach to learning math that Gen Z has experienced. Materials, exercises, processes, and procedures from this modern approach to math will be presented. This information will prepare educators on how to connect with this generation.Item Take Control of Publishing: Being an IGI Global Editor(2022-11) Tamara Phillips Fudge; Dr. Susan Shepherd Ferebee; Dr. Kristina Setzekorn; Dr. Kristina Setzekorn; Dr. Tina BurtonSometimes the route to getting published is to be in charge! IGI Global offers us all the opportunity to become book editors. Pickren (2020) mentions it can be uncomfortable to reject submissions but accepting work takes a nurturing role. Rozell (2020) claims there are thousands of citation styles; those who submit work may not be used to APA (as required by IGI Global), and editors may have the arduous task of ensuring compatibility. In addition, there can be issues related to intellectual property rights, getting IRB approval for primary research, and maintaining other professional standards (Hood, 2019). In "Take Control of Publishing: Being an IGI Global Editor," attendees will learn about these pros and cons. The process of proposing a book, managing the call for proposals, communicating with authors, keeping up with timelines, setting up peer reviews, and of course, performing the duties of actually editing will be explored and experiences shared.Item Transforming Communities, One Class at a Time: A WAC Award Winner Reflects on Her CM 220 Project(2022-11) Stephanie Thompson; Maggie McclendonThis year, Purdue Global acknowledged the outstanding work of several faculty and students with the inaugural Writing Across the Curriculum Awards. Nominated by faculty, staff, and peers, these awards highlight work “that exemplifies the importance and application of written communication for supporting diversity, equity, inclusion, accessibility, and/or usability.” One of the student award winners will share her experience developing her CM 220 project, “Climate Change: Making Schools a Better Place for LGBTQIA+ Students.” The presentation will include an overview of CM 220’s “community change” project and the Transformational Writing “Make a Difference” award criteria. The student will discuss her efforts to establish student gender and sexuality alliances in one Texas school district and the importance of educators supporting LGBTQIA+ students (APA, 2015). Finally, the presentation will explore the award’s value as a high-impact practice that can positively affect student learning and success (Kezar & Holcolme, 2017).Item Motivating a diverse population(2022-11) Bea Bourne; Carol T EdwardsA common challenge faced by leaders is motivating a highly diverse group. Finding ways to motivate a diverse group of students, faculty, and staff may lead to better performance, satisfaction, and increased engagement. This presentation will explore how diversity, equity, and inclusion (DEI) practices may contribute to motivating a diverse population, impact leadership development, and ultimately increase organizational engagement. Presenters will share DEI best practices and discuss the correlation between DEI best practices, and effective leadership development. Presenters will explore effective techniques, methods, and tools that work well for motivating a diverse population of students, faculty, and staff. An academic culture where leadership practices DEI initiatives while utilizing motivation is one where students, faculty, and staff can be their authentic selves, and thus thrive and grow professionally. Could DEI be the secret ingredient?Item Community Engagement and Service Learning at PG: Unbounded Opportunities(2022-11) Catherine Flynn; Tricia BerryParticipation in public service and engagement creates a strong sense of community and supports students’ long-term career and personal objectives (Early & Lasker, 2018). It also enhances the value of the university to its community and region. Many service learning programs offered in traditional academic settings are curriculum-based, linking coursework to community engagement (Stefaniak, 2020). The Center for Community Engagement and Service Learning at Purdue Global was developed to support participation and recognize the service our fully online students are performing in their communities and classes. This presentation, “Community Engagement and Service Learning at PG: Unbounded Opportunities,” will share how the program spotlights the value placed on service for both students and the university, wherever this occurs. The Achievement of Community Engagement and Service (ACES) recognition will be discussed. ACES awards are reflected in the students’ transcript, providing formal recognition of their volunteer, community efforts.Item Scholarship Unbound: How Creative Works Enhance Teaching and Advance DEI(2022-11) Michael KeathleyAcademia has typically declined to include creative works such as fiction and poetry writing within the parameters of scholarship. Those seeking full-time positions and/or tenure are often encouraged to stay away from even listing creative accomplishments while the pursuit of anything outside of job training is discouraged. This presentation, however, will share how unbinding creativity in scholarship can improve the results and lead to greater accomplishments for academics while enhancing teaching and embracing tenets of diversity, equity, and inclusion. As Robert McGill (2022) recently pointed out, “research is at the heart of many a creative writer’s work” including the very strategies and techniques emphasized by scholarship. Moreover, Ian King (2018) argued that: “If humans do have a distinguishing characteristic that renders them especially human, I suggest it is the power of empathy,” and this includes imagining ourselves in the place of “the other” via creativity.Item Student Perspectives on Instructor Feedback: What Does the Research Say?(2022-11) Kelvin BeckettRecent research indicates that most students are satisfied with the feedback they get from their online instructors. There are, however, exceptions. Some students say they feel "othered" by their instructors.Item No Boundaries: Personalizing Student Support through PG411(2022-11) Amy Sexton; Libby TurowsPurdue University Global is tailored to working adults who have different needs than traditional students. For example, Knowles (1984) posited that adult learners need to engage in self-directed learning. Lemoine et al. (2021) extend this principle to today's global landscape, noting that adult learners “are accustomed to instant access, any time.” The Academic Success Center (ASC) embraced this trend and seized the opportunity to launch PG411: Help! Student Success Connection to meet these needs. PG411 places key ASC and university services and resources directly in front of students in Brightspace and offers them a flexible way to engage in self-directed learning as they select the services and resources they need when they need them. This presentation will provide the rationale for PG411 and an overview of its tools and services. The presenter will also discuss how students can access PG411 throughout their student journey and PG411’s continued, limitless evolution.Item Applied Curriculum Influences Positive Student Satisfaction(2022-11) Dr. Ronda Mariani; Dr. Thomas TannerTechnology has changed marketing significantly, impacting the needed qualifications for students entering the industry (Laveriea et al., 2020). Universities continue to seek valuable forms of instruction that provide students will real-world skillsets that link to industry expectations. One method is to embed industry professional certifications and tools into the curriculum. Research from multiple disciplines has already demonstrated a positive correlation between course content developed around industry needs and significant knowledge transfer to post-graduate opportunities and employment. (Niman & Chagnon, 2021; Ranta et al., 2020; Zanville et al., 2017; Swanson & Tomkovick (2012). This study investigates the influence of incorporating digital marketing certifications and industry tools into the marketing curriculum. A pilot study was conducted to learn whether this additional application to learning created student satisfaction and the development of confidence leading to professional self-efficacy. It also provides a simple pedagogical framework to consider that will assist faculty in determining useful strategies for implementation that can be used in multiple disciplines.
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